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EFL TEACHERS’ PERCEPTIONS ON THE EFFECTIVENESS OF COMPONENTS
OF AN EFL IN-SERVICE TRAINING PROGRAM
A THESIS SUBMITTED TO
THE GRADUATE SCHOOL OF SOCIAL SCIENCES
OF
MIDDLE EAST TECHNICAL UNIVERSITY
BY
ABDULLAH YURTTAŞ
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR
THE DEGREE OF MASTER OF ARTS
IN
THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING
SEPTEMBER 2014
Approval of the Graduate School of Social Sciences
Prof.Dr. Meliha Altunuşık
Director
I certify that this thesis satisfies all the requirements as a thesis for the degree of Master
of Arts.
Assoc.Prof.Dr. Nurten Birlik
Head of Department
This is to certify that we have read this thesis and that in our opinion it is fully adequate,
in scope and quality, as a thesis for the degree of Master Arts.
Assist.Prof.Dr Perihan Savaş
Supervisor
Examining Committee Members
Assoc. Prof. Dr. Yaşar Kondakçı (METU, EDS)
Assist. Prof. Dr. Perihan Savaş (METU, FLE)
Dr. Deniz Şallı Çopur (METU, FLE)
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I hereby declare that all information in this document has been obtained and
presented in accordance with academic rules and ethical conduct. I also declare that,
as required by these rules and conduct, I have fully cited and referenced all material
and results that are not original to this work.
Name, Last Name: Abdullah Yurttaş
Signature :
iv
ABSTRACT
EFL TEACHERS’ PERCEPTIONS ON THE EFFECTIVENESS OF
COMPONENTS OF AN EFL IN-SERVICE TRAINING PROGRAM
Yurttaş, Abdullah
M.A, Department of Foreign Language Education
Supervisor : Assist. Prof. Dr. Perihan Savaş
September 2014, 118 pages
Teachers have a central role to play in any school system and their competence and
experience can make a big impact on the quality of schools in general. As Guskey (2002)
puts it schools can only be as good as the teachers who work within them. With this in
mind, the professional qualities and competencies of teachers are important indicators of
quality education.
This study investigated the perceptions of EFL teachers on the effectiveness of
components and features of an in-house EFL INSET program. The study also examined
the suggestions of teachers to improve the quality of current EFL INSET program as well
as the EFL INSET program in their ideals. The study was conducted with 44 instructors
of English who work in private schools mainly in Ankara and surrounding cities. The EFL
INSET program which was evaluated took place during 2013-2014 academic year. The
data for this study were collected through a questionnaire and interview. The questionnaire
was administered to the teachers to find out their perceptions about the EFL INSET
program that took place prior to their evaluation.
The findings of the study indicated that although the effectiveness of the program was
rated between average and good, the program was found effective especially with
components like “classroom activities”, “adapting course book”, “collaboration”. It was
criticised because of its length, irrelevancy of some sessions, content or materials, failure
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in grouping the participants effectively based on their experience, levels they taught, the
sessions in which promotional materials were introduced.
Keywords: Professional development, in-service training, teacher education
vi
ÖZ
İNGİLİZCE ÖĞRETMENLERİNİN BİR İNGİLİZCE HİZMET İÇİ EĞİTİM
PROGRAMININ KOMPONENTLERİNİN ETKİLİLİĞİ İLE İLGİLİ ALGILARI
Yurttaş, Abdullah
Yüksek Lisans, İngiliz Dili Eğitimi
Tez Danışmanı: Yard. Doç. Dr. Perihan Savaş
Eylül 2014, 118 sayfa
Öğretmenler okul sistemi içinde merkezi bir rol oynamaktadır. Öğretmenlerin yeterliliği
ve tecrübesi, genel anlamıyla okulun kalitesi üzerinde büyük bir etkiye sahiptir. Okullar
ancak içindeki öğretmenler kadar iyidirler. Bu bağlamda öğretmenlerin mesleki
donanımları ve yeterlilikleri kaliteli bir okulun önemli göstergelerindendir.
Bu çalışma İngilizce öğretmenleri için düzenlenen bir İngilizce hizmet içi eğitim
programının komponentlerinin verimliliğini araştırmıştır. Ayrıca öğretmenlerin bu
programın geliştirilmesi için tavsiyelerini ve önerilerini içermektedir. Öğretmenler ayrıca
ideallerindeki bir programı da tanımlamışlardır. Bu çalışma başlıca Ankara olmak üzere
Ankara içindeki ve çevresindeki bazı özel okulların öğretmenleriyle yapılmıştır.
Değerlendirilen program 2013-2014 akademik yılı içinde gerçekleşmiştir. Öğretmenler
programın başarısını orta ve iyi arası olarak değerlendirmişlerdir. Programın güçlü yönleri
olarak; sınıf içinde yapılan aktiviteler, ders kitaplarının adaptasyonu ve öğretmenler
arasındaki işbirliği gösterilmiştir. Öğretmenler, programın uzunluğunu, bazı konuların
ihtiyaçlarına hitap etmediğini, öğretmenlerin gruplamalarının zayıf kaldığını ve kitap
tanıtımı için ayrılan oturumları eleştirmişlerdir.
Anahtar Kelimeler: mesleki gelişim, hizmet içi eğitim, öğretmen eğitimi
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To My Family
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ACKNOWLEDGMENTS
Completion of this M.A thesis would not be possible without the support of my instructors,
my family, and my colleagues.
The author wishes to express his deepest gratitude to his supervisor Assist. Prof. Dr.
Perihan Savaş. Assist. Prof. Dr. Perihan Savaş, thank you for your guidance and patience
throughout my thesis. Your efforts throughout the thesis have been greatly appreciated.
Your encouragement has made me a better researcher.
Assoc. Prof. Dr. Yaşar Kondakçı, your knowledge and encouragement as well as your
trust on me was really inspiring and kept me on task with enthusiasm.
Dr. Deniz Şallı Çopur, special thanks for your insights and ideas on my thesis.
Special thanks to the teachers who took part in this study. Your wisdom and willingness
made this work possible. Your enthusiasm and willingness will surely help to the
improvement of EFL INSET programs.
Immeasurable gratitude is sent to my wife Dijan Yurttaş and to my lovely daughters Işılay
and Dilara Yurttaş for their patience and support throughout my study. It would be
impossible to complete this thesis without their support.
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TABLE OF CONTENTS
PLAGIARISM ............................................................................................................... iii
ABSTRACT ...................................................................................................................iv
ÖZ...................................................................................................................................vi
DEDICATION.............................................................................................................. vii
ACKNOWLEDGEMENTS ...........................................................................................viii
TABLE OF CONTENTS ...............................................................................................ix
LIST OF TABLES ........................................................................................................xv
LIST OF FIGURES ....................................................................................................... xvii
LIST OF ABBREVATIONS………………………..……………………………...…xviii
CHAPTER ......................................................................................................................... 1
1 INTRODUCTION ......................................................................................................... 1
1.1 Background to the study ...................................................................................... 1
1.2 Purpose of the Study ............................................................................................ 2
1.3 Research Questions ............................................................................................. 3
1.4 Significance of the Study .................................................................................... 3
2 REVIEW OF LITERATURE ........................................................................................ 5
2.1 Background to the study ...................................................................................... 5
2.2 The definition of program evaluation .................................................................. 6
2.3 The purpose of evaluation ................................................................................... 7
2.4 Types of Evaluation ............................................................................................. 8
2.4.1 Formative Evaluation ....................................................................................... 8
2.4.2 Summative Evaluation ..................................................................................... 9
x
2.5 Evaluation studies ................................................................................................ 9
2.6 Professional development .................................................................................. 10
2.6.1 The need and importance of professional development / teacher education . 11
2.6.2 Why do some professional development programs fail? ............................... 12
2.6.3 What should teachers know? ......................................................................... 12
2.6.4 Characteristics of effective professional development programs .................. 13
2.7 Pre-service training ............................................................................................ 15
2.8 In- service teacher training ................................................................................ 16
2.8.1 In–service training in Turkey ......................................................................... 17
3 METHOD ..................................................................................................................... 19
3.1 Introduction ....................................................................................................... 19
3.2 Research Questions............................................................................................ 19
3.3 Overall Design of the Study .............................................................................. 19
3.4 Quantitative Design of the Study....................................................................... 20
3.5 Questionnaire ..................................................................................................... 20
3.6 Participants ........................................................................................................ 21
3.7 Sampling procedure ........................................................................................... 24
3.8 Selection of Schools .......................................................................................... 25
3.9 The goals of the ELT in-service training program ............................................ 25
3.10 Instrument Development & Piloting.................................................................. 25
3.11 Data collection ................................................................................................... 27
3.12 Data Analysis ..................................................................................................... 28
3.13 Qualitative design of the study .......................................................................... 29
3.13.1 Participants ..................................................................................................... 29
3.13.2 Sampling Procedure ....................................................................................... 29
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3.13.3 Instrument development ................................................................................ 29
3.14 Data Collection .................................................................................................. 30
3.15 Data Analysis .................................................................................................... 30
3.16 Validity: the interviews were utilized to confirm the survey results. ................ 32
3.17 Testing the agreement of findings ..................................................................... 33
3.18 Ethical Consideration: ....................................................................................... 34
3.19 Limitations of the Study .................................................................................... 35
4 RESULTS .................................................................................................................... 36
4.1 Quantitative Results .......................................................................................... 36
4.1.1 Quantitative Results for Question 1 ............................................................... 36
4.1.1.1 General teaching and learning context ................................................... 36
4.1.1.2 Teaching grammar .................................................................................. 37
4.1.1.3 Teaching vocabulary .............................................................................. 39
4.1.1.4 Reading ................................................................................................... 40
4.1.1.5 Listening ................................................................................................. 40
4.1.1.6 Speaking ................................................................................................. 41
4.1.1.7 Writing .................................................................................................... 43
4.1.1.8 Materials ................................................................................................. 44
4.1.1.9 Lesson Planning ..................................................................................... 45
4.1.1.10 Classroom Activities .............................................................................. 46
4.1.1.11 Classroom Management ......................................................................... 47
4.1.1.12 Assessment ............................................................................................. 48
4.1.1.13 Professional Development ...................................................................... 49
4.1.1.14 Perceptions of the teachers for the most effective aspects of the program
according to the survey results.................................................................................. 50
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4.1.1.15 The least effective aspects of the program according the survey results 51
4.1.1.16 The overall effectiveness of the program according to the survey results
53
4.1.2 Quantitative Results for Question 2 ............................................................... 54
4.1.2.1 Suggestions made by teachers for the improvement of the program ......... 54
4.1.2.2 The reasons why teachers recommend/not recommend the program to
others. 55
4.1.3 Quantitative Results for Research Question 3 ............................................... 56
4.2 Qualitative results .............................................................................................. 59
4.2.1 Qualitative results for research question 1 ..................................................... 59
4.2.1.1 The expectations of teachers before they start the EFL INSET program
based on the interview results ................................................................................... 59
4.2.1.2 The perception of teachers on whether the program is based on their needs
61
4.2.1.3 Overall design of the program ................................................................ 61
4.2.1.4 The evaluation of the programme in terms of different components ..... 62
4.2.1.5 The perceived impact of the program on teachers’ acquiring new
knowledge or skills, instructional practice, organization, students .......................... 64
4.2.2 Qualitative results for research question 2 ..................................................... 64
4.2.3 Qualitative results for research question 3 ..................................................... 68
5 CONCLUSION AND DISCUSSION .......................................................................... 69
5.1 Introduction ....................................................................................................... 69
5.2 Quantitative research question 1........................................................................ 70
5.2.1 The perception of the participants on the effectiveness/usefulness of the
program components (survey results) ........................................................................... 70
5.2.2 Most/least effective components based on the results of the open-ended
questions of the survey ................................................................................................. 71
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5.2.3 Least effective components (N: 44 teachers) ................................................. 72
5.2.4 The overall effectiveness of the program ...................................................... 72
5.3 Quantitative research question 2 ....................................................................... 73
5.3.1 Why teachers not recommend/not suggest the program to others. ................ 74
5.4 Quantitative research question 3 ....................................................................... 75
5.5 Qualitative research question 1 ......................................................................... 75
5.5.1 The expectations of the participants prior to taking part in the program ....... 75
5.5.2 The perceptions of teachers on whether the program is based on their needs.
76
5.5.3 Perceptions of teachers on the overall design of the program ....................... 76
5.5.4 The evaluation of the program in terms of different components ................. 77
5.5.5 The perceived impact of the program ............................................................ 78
5.6 Qualitative research question 2 ......................................................................... 79
5.6.1 Suggestions made by teachers ....................................................................... 79
5.7 Qualitative research question 3 ......................................................................... 79
5.8 Quantitative and qualitative corroboration ........................................................ 80
5.9 Implications of the Study .................................................................................. 81
5.10 Suggestions for further studies .......................................................................... 82
REFERENCES ................................................................................................................. 83
APPENDICES ................................................................................................................. 90
APPENDIX A: SURVEY ................................................................................................ 90
APPENDIX B: INTERVIEW IN ENGLISH .................................................................. 99
APPENDIX C: INTERVIEW IN TURKISH ................................................................ 100
APPENDIX D: ETHICAL COMMITTEE APPROVAL .............................................. 101
APPENDIX E: SUMMER PART OF THE EFL INSET PROGRAM .......................... 102
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APPENDIX F: CODING TABLE ................................................................................. 103
APPENDIX G: TÜRKÇE ÖZET ................................................................................... 104
APPENDIX H: TEZ FOTOKOPİSİ İZİN FORMU ...................................................... 118
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LIST OF TABLES
TABLES
Table 1 Demographic information of the participants ..................................................... 21
Table 2 components of INSET program & Cronbach Alpha Values .............................. 27
Table 3 Perceptions of the teachers on the effectiveness of “Learners and Teachers,
Teaching and Learning Context” component .................................................................. 37
Table 4 Perceptions of the teachers on the effectiveness of “teaching grammar” component
.......................................................................................................................................... 38
Table 5 Perceptions of the teachers on the effectiveness of “teaching vocabulary”
component ........................................................................................................................ 39
Table 6 Perceptions of the teachers on the effectiveness of “teaching reading” component
.......................................................................................................................................... 40
Table 7 Perceptions of the teachers on the effectiveness of “teaching listening” component
.......................................................................................................................................... 41
Table 8 Perceptions of the teachers on the effectiveness of “teaching speaking” component
.......................................................................................................................................... 42
Table 9 Perceptions of the teachers on the effectiveness of “Writing” component ......... 43
Table 10 Perceptions of the teachers on the effectiveness of “materials” component ..... 44
Table 11 Perceptions of the teachers on the effectiveness of “Lesson Planning” component
.......................................................................................................................................... 45
Table 12 Perceptions of the teachers on the effectiveness of “Classroom Activities”
component ........................................................................................................................ 46
Table 13 Perceptions of the teachers on the effectiveness of “Classroom Management”
component ........................................................................................................................ 47
Table 14 Perceptions of the teachers on the effectiveness of “Assessment” component 48
Table 15 Perceptions of the teachers on the effectiveness of “Professional Development”
component ........................................................................................................................ 50
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Table 16 perceptions of the teachers for the most effective components of the ELT in-
service program ................................................................................................................ 50
Table 17 The perception of teachers for the least effective components/aspects of the
program ............................................................................................................................ 51
Table 18 the overall spread of the teachers’ ratings of the effectiveness of the program
from 1 to 10 ...................................................................................................................... 53
Table 19 components/features that teachers suggest be improved .................................. 54
Table 20 the reasons for recommending the EFL INSET program ................................. 55
Table 21 reasons for not recommending the program to others ....................................... 56
Table 22 components recommended by teachers ............................................................. 57
Table 23 program features recommended by teachers for their ideal in-service programs
.......................................................................................................................................... 57
Table 24 Expectations of teachers from the EFL INSET program .................................. 59
Table 25 The components / features thought to be based on the needs of the participants
.......................................................................................................................................... 61
Table 26 perception of teachers for the overall design of the program based on interview
results ............................................................................................................................... 62
Table 27 positively evaluated components of EFL INSET program (10 participants) .... 63
Table 28 The impact of program on teachers’ organization, acquiring new knowledge,
students and instructional practice ................................................................................... 64
Table 29 Suggestions for improvement of the in-service training program .................... 64
Table 30 features/components recommended for an ideal EFL INSET program ............ 68
Table 31 Average percentages of all components ............................................................ 70
Table 32 Average percentages of all components ............................................................ 80
Table 33 The correspondence of teachers’ suggestions between survey and interview
findings ............................................................................................................................. 81
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LIST OF FIGURES
FIGURES
Figure 1 Linguistic background of the participants ......................................................... 23
Figure 2 teachers who attended certificate programs before ........................................... 23
Figure 3 teaching experience of the participants.............................................................. 23
Figure 4 school-based in-service programs that teachers have attended this year ........... 24
Figure 5 the scale which represents teachers’ ratings on the effectiveness of the program
.......................................................................................................................................... 53
xviii
LIST OF ABBREVATIONS
OECD Organization for economic cooperation and development
METU Middle East Technical University
INSET In-Service Training
CTD Continuous Teacher Development
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CHAPTER 1
INTRODUCTION
1.1 Background to the study
“All countries are seeking to improve their schools, and respond better to higher social
and economic expectations” (OECD, 2005). Improving schools and ensuring quality
education is the subject of much discussion by different stakeholders such as: government
policy makers, politicians, educators, psychologists, and philosophers world-wide (Goff
& Carol , 2013) . As a result of this discussion, policy changes or reform movements are
always on agenda and/or take place prevalently and frequently in educational systems.
Goodson (2005) describes teaching as one of the most important professions. He considers
teachers as “the key agent of change in today’s knowledge society” (p. ix). Guskey (2002)
found that the quality of schools are closely related to the quality of teachers who work
within them. The expectations on teachers to lead or be agent of change seem to be obvious
as they are believed to have a central role to play in any school system.
OECD report (2009) notes that however pre-service training may be of high quality, it
should not be expected to prepare teachers for all the difficulties they will encounter
throughout their careers. Corcoran (1995) suggests that in order for teachers to respond
effectively to the challenges that arise throughout their careers, it is required that teachers
are to participate in ongoing in-service training programs to get familiar with new
standards that are proposed. Corcoran further adds that in-service training should be
designed as a complementary training to follow up on pre-service training.
2
1.2 Purpose of the Study
OECD (2005) report emphasizes the importance of teachers by stating that teachers are
the key players in schools and they are vital to school improvement efforts. The report
further stresses that improving the efficiency and equity of schooling depends on
competent teachers whose teaching is of high quality.
Guskey (2000) states that:
Our knowledge base in education is growing rapidly, and so, too, is the knowledge
base in nearly every subject area and academic discipline. As these knowledge
bases expand, new types of expertise are required of educators at all levels. Like
practitioners in other professional fields, educators must keep abreast of this
emerging knowledge and must be prepared to use it continually to refine their
conceptual and craft skills (p. 3).
On the other hand, Corcoran notes that many expert think that the conventional forms of
professional development are virtually a waste of time. In this view, lectures, workshops
and other conventional forms of information delivery and training are too top down and
too isolated from classroom realities to have an impact on teachers’ practice (p. 4).
Corcoran further adds that well-designed training programs may help teachers to change
their practice and these changes are well documented.
The expectations on the teachers to keep pace with new reforms and/or developments are
high. Teachers need to keep pace not only with their teaching but also non-teaching duties.
In order to prevent waste of resources such as: time, money and energy, well-designed in-
service programs are of vital importance. Well-designed programs can increase the quality
of teachers’ content and pedagogic content knowledge, enable them to deliver the content
to their students more effectively and efficiently.
This study will explore the perceptions of teachers on the effectiveness of the components
of an in-service training program they took part in. It will also make some suggestions to
improve the program in question based on the feedbacks and suggestions of the teachers.
This study will further explore teachers’ perceptions on their ideal in-service programs.
3
1.3 Research Questions
1 What are the perceptions of EFL teachers working in Private Schools about the
most/least useful/effective components and characteristics of the EFL INSET
program?
2 What are the teachers' suggestions for improvement, change or removal of the EFL
INSET program components? Why?
3 What are the perceptions of EFL teachers about the components / characteristics of an
ideal INSET program?
1.4 Significance of the Study
This study is significant in multiple ways; As Robinson (Robinson, 2003) puts it,
“evaluation is the collection, analysis and interpretation of information, in
methodologically sound ways, as the basis for forming judgments about the value of a
particular programme, course project for decision making purposes” (p.199).
Stakeholders invest hugely in in-service training programs to increase the competences
and skills of teachers in order to enable them to live up to the demands, needs and
expectations of the society in large. This study will provide an evaluation of an ELT in-
service training program for organizers and designers in order to help them to form better
judgements about the value of the program.
Kiely (2009) notes that with an evaluation of a programme, the strengths and weaknesses
of a given programme could be explored. Organizers and designers of the program will
have a better understanding as to which components/characteristics of the program are
considered useful/effective. In addition to finding out the components that were perceived
by teachers as useful/not useful, this study will explore the reasons as to why some
components were rated as useful or not so useful based on the perceptions of the
participants and make some suggestions to improve the components.
The knowledge that was gained from this study could shed light for other researchers to
design better and more effective teacher training programs as this study not only suggests
4
ways to improve the program but it also makes suggestions to incorporate new
components or to remove the ones that are not found effective/useful by participants.
5
CHAPTER 2
REVIEW OF LITERATURE
2.1 Background to the study
Field (2005) notes that “society is ever-changing “and “one goal of education is to prepare
young people today for the world of tomorrow” (p. 66). In order to reach this goal and
respond effectively to the changes in society, educational systems are also under constant
change. Schools respond to the demand of quality education in different ways such as:
improving their curriculum, choosing more comprehensive and quality materials,
recruiting high quality competent teachers. Similarly, Corcoran (1995) emphasizes that
reform efforts raise the expectations for teachers. Speck and Knipe (2005) believe that
teacher competences play the most significant role in a successful school. Quality (2011)
agrees that the impact of teachers on education is huge and they are one of the most
determinant factors of students’ success. Quality also believes that maximising teacher
performance is the most effective education improvement strategy.
High quality teachers are in demand as they have the ability to address the needs of all
students as much as possible. Teachers find themselves in a positon to keep up with
constant changes that take place in the educational systems. As Field (2005) illustrates
well, “no teacher can rely on lessons learned yesterday” (p. 66). At the same time, Akcan
(2011) believes that “the English language teaching profession is faced with increased
demand for teachers but a shortage of qualified teachers” (p. 247). Speck and Knipe
(2005) define quality teachers as knowledgeable in their content areas. They further
suggest that quality teachers should know teaching strategies very well so that they can
come up with different techniques to ensure the success of all students.
While there are many good teacher education programs, far too many of the programs that
prepare teachers are not at the expected level. Improving these programs is essential to
ensure that students receive the education they deserve. Yoon, Duncan, Lee, Scarloss, and
6
Shapley (2007) note that the demand for high quality professional development continues,
yet there is a shortage of such programs.
Akşit (2007) emphasizes that “to meet the challenges of today’s classroom and society, it
is essential that educational systems are evaluated on a regular basis, and that informed
policy decisions are made based on research into processes and outcomes of schooling”
(p. 29). Kaufman, Guerra & Plat (2006) note that:
The evaluation of a program may serve to different purposes and answer to the
wide-ranging question: What worked, and what didn’t? Evaluation also asks, at
the same time: What value is this, and what does it contribute? Evaluation
compares results (and consequences) with intentions. Useful evaluations focus on
ends (results, accomplishments, consequences) and not just on means (the ways,
methods, and resources that might be used to accomplish ends) (pp. 23, 29).
2.2 The definition of program evaluation
There seems to be no widely agreed upon definition of evaluation. Lodico, Spaulding, and
Voegtle (2010) define a program as a set of specific activities designed for an intended
purpose with quantifiable goals and objectives. They also add that programs may come in
many different shapes and sizes, and therefore, so do the evaluations that are conducted”
(p. 363). Shawer (2013) noted that program evaluation may be considered as an effective
program improvement strategy. Mullins (1994) defines the evaluation of staff
development programs as a:
Time-consuming and somewhat demanding task. Teachers, administrators, and
other school personnel are busy people facing full days and crowded agendas
every day. Making time for an extra task such as program evaluation is difficult.
Yet regular, thorough program evaluations are essential for increasing a school’s
effectiveness. Program evaluation answers several questions (Mullins T. W., 1994,
p. 3).
1. Are our staff development efforts responsive to the needs of the teachers and the
school?
7
2. Do we have the right staff development programs in place?
3. Should any of our current programs be curtailed or eliminated?
4. Should any of our current programs be expanded?
5. Should we add new programs?
6. How can we continuously improve our programs?
2.3 The purpose of evaluation
Smith and Torpey (2013) noted that:
Evaluation draws on multiple data sources (surveys, written reports, interviews,
focus groups) from various stakeholders (new teachers, established teachers,
management) at different time frames (pre- and post- orientation, several months
later, one or more years later (pp. 6-7).
Kiely (2009) maintains that through programme evaluation, the achievements of a given
program could be identified. The evaluation could also provide explanations as to why the
program is considered effective. Moreover, the evaluation of the program can be helpful
for suggesting ways for further development of the program.
Ledford and Sleeman (2002) noted that the evaluation should assess whether an
instruction is successful or not. Ledford and Sleeman further suggested that:
Evaluation should not be made to compare “how much” a given learner learns in
comparison to another learner but in comparison to the stated goals and
objectives. If the evaluation shows that the instructional design is effective, then
by definition the learner has learned (p. 2).
Similarly Mullins, Lepicki, and Glandon (2010) define the purpose of the evaluation as
To collect evidence regarding the extent to which participants were satisfied with
a professional development offering. Such evaluations often prompt participants
to provide feedback in one or more of the following areas:
Content: The relevance, utility, clarity, value, difficulty, and importance of the
subject matter presented
8
Process: The quality of the instruction, activities, materials, and technology of the
training, including the quality of the facilitator
Context: The appropriateness of the setting, facilities, and accommodations of the
professional development experience
Awareness: The extent to which participants were aware of the purpose and goals
of the professional development prior to the training (p. 6).
Gelmon (2005) stresses that evaluation is needed to gain information about program
efficacy. Gelmon further adds that evaluation can identify components/characteristics that
are to be improved. According to Gelmon program evaluation not only tells the evaluator
whether and to what degree the goals are achieved but also provides valuable information
as to why a program did not achieve its goals.
Not all evaluation studies serve to the purposes mentioned above. There are different
reasons for these failures. Llosa (2009) notes that “program evaluations that do exist are
often conducted by publishers and/or only infrequently provide information about the
conditions under which the programs were implemented or explanations for the programs’
effectiveness or lack thereof” (p. 35). Peacock (2009) agrees that the literature on
programme evaluation is extensive, yet he also believes that descriptions of procedures
for overall evaluation of ELT education programmes are insufficient. Goodall, Day,
Lindsay, Muijs, and Harris (2005) stress that “the vast majority of evaluation practice
remains at the level of participant reaction and learning. The impact on student learning is
rarely evaluated and if done so, is rarely executed very effectively or well” (p. 7). Kedzior
and Fifield (2004) found out that many studies examine the perception of teachers,
whereas observing teachers while they teach seems to be less common. They further
explain that the impact of training on student learning is being studied only by few studies.
2.4 Types of Evaluation
2.4.1 Formative Evaluation
Pophan (1993) notes that:
9
Formative evaluation refers to appraisals of quality focused on instructional
programs that are still capable of being modified. The formative evaluator gathers
information regarding the worth of aspects of an instructional sequence in order
to make the sequence better. Formative evaluators attempt to appraise such
programs in order to inform the program developers how to ameliorate
deficiencies in their instruction (pp. 13-14).
Lodico, Spaulding, and Voegtle (2010) suggest that the purpose of formative
evaluation is to improve the program in question and make any changes needed.
They further state that unlike summative evaluation, formative evaluation aims at
collecting data and reporting it back to project staff as the program is in progress.
2.4.2 Summative Evaluation
Lodico, Spaulding, and Voegtle (2010) indicate the purpose of summative evaluation as
to collect data for measuring outcomes and finding the relation between the goals and
outcomes. The findings will provide valuable information on whether the goals are
reached or not. They further note that summative evaluations are concerned with the end
product/outcome of the program rather than the process.
Pophan (1993) explains that:
Summative evaluation refers to appraisals of quality focused on completed
instructional programs. The summative evaluator gathers information regarding
the worth of overall instructional sequences so that decisions can be made
regarding whether to retain or adopt that sequence. Whereas the formative
evaluator’s audience consists of the designers and developers of an instructional
program, the summative evaluator’s audiences are the consumers of instructional
programs or those charged with the consumers’ well-being (pp. 13-14).
2.5 Evaluation studies
Peacock (2009) conducted an evaluation for an EFL teacher-training programme. Peacock
tried to find the weaknesses and strengths of the program and wanted to explore how far
the needs of the students were met. He found out that the program had many strengths,
10
including the teaching pedagogic skills, promoting reflection and self-evaluation. The
program also had some shortcomings such as: the amount of practice teaching, knowledge
of teaching within the local sociocultural context and classroom management.
Uysal (2012) carried out an evaluation of an in-service training program for primary-
school language teachers in Turkey. The purpose of this evaluation was to explore the
impact of in-service training offered by Ministry of Education on teachers’ attitudes,
knowledge-base, and classroom practices. She found out that teachers in general had a
positive attitude towards the in-service training. The results also showed that the program
had its limitations in planning and evaluation stages. The impact of the in-service program
on the practices of teachers was rather weak.
Sridharan and Nakaima (2011) proposed ten unconventional steps including learning
frameworks, exploring pathways of evaluation influence, and assessing spread and
sustainability. They argued that formulaic approach to program evaluation design does
not address the complexity of the programs. They concluded that the ideas for the
evaluation plan need to be developed in collaboration between evaluator, the program staff
and other stakeholders. They also found that much of the evaluation plan development
needs to take place on an ongoing basis.
2.6 Professional development
Hoban (2005) emphasizes the importance of having quality teachers. He links this need
of quality teachers to the developments in information technology, and the changes and
challenges schools are facing in political, cultural and social climate. He further explains
that knowledge is growing like no other time in history. Harwell (2003) notes that well-
designed and implemented professional development is significant to teach students to
high standards. Furthermore, DeMonte (2013) marks that professional learning can help
teachers change the way they teach. Guskey (2000) defines professional development as
those “processes and activities designed to enhance the professional knowledge, skills,
and attitudes of educators so that they might, in turn, improve the learning of students.
High-quality professional development is at the centre of every modern proposal to
enhance education” (p. 16). Stefani (2003) noted that “‘staff and educational development
11
means systematic and scholarly support for improving both educational process and the
practice of educators. Staff development refers to working to improve the capabilities and
practice of educators.
2.6.1 The need and importance of professional development / teacher education
Research findings indicate that there is a close relationship between teacher and school
quality. Kumar and Parveen (2013) stress that quality of an education system is highly
dependent on high quality teachers. Guskey (2000) emphasizes that teachers play
significant roles in educational reforms and school improvement. Guskey (2000)
furthermore stresses the importance of professional development. He notes that teachers
acquire new types of expertise as a result of our rapidly growing knowledge base (p. 3).
In the same way, Adu and Olatundun (2007) describe the role of teachers as very
important in the education system. They further add that “teachers are regarded as the
custodian of knowledge and instructor of instruction. It is often said that the standard of
education cannot grow beyond the level or standard of the teachers” (p. 57). Mizell (2010)
also stresses that quality teaching is the most important factor to raise the standards of the
students. Gu (2007) explains that:
Teachers change, for various reasons within different contexts and in different
phases of their professional careers. Wherever such change is intentional, critical
and self-reflexive, teachers engage themselves in a series of meaningful activities
in order to develop themselves as professionals, to promote learning outcomes, to
meet the needs of their students and satisfy the demands of the parents, and at
times, to survive and manage changes in the environment in which they work and
live (p.1).
An equally significant aspect of professional development is voiced by Michael and
Wilson (2008). They make a very broad definition of teacher development. They note that:
The development of teacher education, like education in general, often relates to
a country’s economic and social development, following a fairly predictable
pattern as society changes over time. Challenges in teacher education around the
world generally fall into four categories: (1) ensuring the availability of teachers;
12
(2) maintaining high standards in the teaching force; (3) ensuring that teachers
have the skills and dispositions to teach children with a variety of needs, including
children from various ethnic or cultural groups; (4) ensuring that teachers have
the skills and dispositions to teach a changing curriculum (p.41).
2.6.2 Why do some professional development programs fail?
Although “high-quality professional development is a central component for improving
education, some professional development activities do not produce the expected results.
Cantrell and Cantrell (2003) stress that many teachers are either reluctant or fail to attend
professional development to keep abreast with the latest developments. The reason for this
is that professional development activities are still regarded by some teachers as
obligatory. They also believe that professional development has no impact on their
teaching (p. 107). Cantrell (2003) notes that often a one-size-fits-all effort-designed to
meet the needs of all teachers does not work. Cantrell further adds that teachers are
reluctant to attend the professional development programs as they think that professional
development programs are irrelevant to their needs. (p.105)
Some of the points made by Cantrell above are also sustained by Corcoran (2006).
Corcoran explains that most of the professional development is delivered through formal
activities, such as courses or workshops. He further adds that these formal activities take
place several times during the academic year and most of the time, they are irrelevant to
teachers’ professional development needs. Corcoran criticises these kind of programs as
they lack “any follow-up” training component. He also believes that subsequent in-
services may fall short of expectations or fail to live up to teachers’ needs as they address
entirely different sets of topics from the previous ones. (p. 1).
2.6.3 What should teachers know?
OECD (2009) report puts it effectively that:
In many countries, the role and functioning of schools are changing and so is what
is expected of teachers. Teachers are asked to teach in increasingly multicultural
classrooms; to place greater emphasis on integrating students with special
13
learning needs in their classrooms; to make more effective use of information and
communication technologies for teaching; to engage more in planning within
evaluative and accountability frameworks; and to do more to involve parents in
schools (p.49).
Varcoe and Boyle (2014) also agree that it is a complicated and demanding task to educate
a diverse group of students. Jakson and Lewis (2010) describe the things teachers are
supposed to be good at and develop. They note that teachers should be knowledgeable
about wide range of things, such as: how someone learns, effective ways of teaching,
aspects of pedagogical content knowledge. They also stress that teachers should
understand the person, manage the classroom activities efficiently, communicate well,
reflect on their own teaching, and improve continually (p. 223).
Shulman (1987) suggests that:
the most important knowledge teachers should own could be listed as below:
— content knowledge;
— general pedagogical knowledge, with special reference to those broad
principles and strategies of classroom management and organization that appear
to transcend subject matter;
— curriculum knowledge, with particular grasp of the materials and programs
that serve as "tools of the trade" for teachers;
— pedagogical content knowledge, that special amalgam of content and pedagogy
that is uniquely the province of teachers, their own special form of professional
understanding;
— knowledge of learners and their characteristics;
— knowledge of educational contexts, ranging from the workings of the group or
classroom, the governance and financing of school districts, to the character of
communities and cultures; and
— knowledge of educational ends, purposes, and values, and their philosophical
and historical grounds (p. 8)
2.6.4 Characteristics of effective professional development programs
14
Mizell (2010) stresses that professional development does not only happen through formal
processes such as a conference, seminar, or a workshop; collaborative learning among
members of a team; or a course at a college or university, it also could happen in informal
contexts such as discussion among work colleagues, independent reading and research,
observations of a colleague’s work, or other learning from a peer. (p. 5). Kumar and
Parveen (2013) believe that teachers should be equipped with content knowledge skills
and methodology. Avalos (2011) suggests that professional development of teachers
should focus on teachers’ learning, equip them with the knowledge of how to learn and
provide support to transform knowledge and skills they learn in training to their own
teaching. DeMonte (2013) believes that when traditional programs of professional
development such as single event interventions are replaced by long-term designs,
teachers are likely to benefit more and improve their teaching in the classroom.
Yoon, Duncan, Lee, Scarlos, and Shapley (2007) remind the importance of high quality
professional development. They also add that professional developments should be
coherent, interactive, collective, and long enough. They further stress that content
knowledge should be covered. Gordon (2004) notes that despite the fact that professional
development programs might have different focuses, they share some common
characteristics such as: collegiality and collaboration, relevant learning activities, and
professional development as “a way of life (p. 17). In the same way, Sherman, Kutner,
Webb, and Herman (1991) agree that adult education requires characteristics such as:
experienced and dedicated training staff; decentralized training services, systematic
follow-up training; and evaluation procedures.
Pete and Fogarty (2007) discuss the training work of Joyce and Showers. According to
Joyce and Showers’ training model on-site coaching is a must for any transfer from INSET
program to be transferred to classroom practice (p. 132).
Include THEORY %0 transfer in the classroom
And, add a DEMONSTRATION %0 transfer in the classroom
And, provide PRACTICE %0 transfer in the classroom
And, require on-site COACHING %95 transfer in the classroom
15
2.7 Pre-service training
Allan and Ryan (1969) explain that preparing novice teachers for their initial teaching
experience is a big challenge in professional education. They stress that the connection
between formal study of education and initial classroom practice is rather weak (p.60).
Watzke (2007) asserts that beginning years of teaching are particularly formative for
continued professional growth. Watzke further explains that at the beginning years
teachers are mainly believed to face problems related to classroom management. Yet,
teachers also have to deal with more fundamental issues such as addressing students’
socioemotional needs. They also need to develop themselves to accommodate different
learning styles of their students. Britzman (2003) indicates that novice teachers have their
first culture shock when they start teaching. “Their first culture shock may well occur with
the realization of the overwhelming complexity of the teachers’ work and the myriad ways
this complexity is masked and misunderstood” (p. 27). Hagger and McIntyre (2006) claim
that student teachers fail to implement innovative and progressive ideas they learn at
universities and rather incline to adopt the built-in, conventional strategies implemented
by their fellow, more experienced colleagues. (p.43)
Goff and Kforuri (2013) notes that pre-service teachers face several challenges as they
try to become competent teachers. There are different areas they need to improve their
competence in such as: subject matter, classroom management, methodology, and
assessment. On top of these, pre-service teachers have to overcome the challenge of
becoming a near-native like fluent speaker of English. Ghana guru and Ramesh (2013)
state that prior knowledge of beginner teachers eventually shape their perceptions of
teaching. They suggest that the beliefs and perceptions of beginner teachers should be
taken into consideration and be given due emphasis as they believe that beginner teachers’
beliefs and perceptions have the potential of shaping the education as a whole (p. 37).
16
2.8 In- service teacher training
OECD (2005) report notes that “no matter how good pre-service training for teachers is,
it cannot be expected to prepare teachers for all the challenges they will face throughout
their careers” (p.49). The report further suggests that for high quality education, education
systems should ensure that teachers are given opportunities for quality professional
development. Soler, Craft, and Burgess (2001) stress that teachers enter teaching
profession with some prior knowledge, experience, thoughts, perceptions and feelings.
They have their existing beliefs about learners and learning context. (p. 51). Allen and
Ryan (1969) note that the time which is allocated to in-service training of teachers in a
day is very limited. They further add that the training needs of teachers are not paid by
much attention by administration. They conclude that neither prior nor during their
teaching career, teachers do not get the needed training that they need. (p. 70).
Ekşi and Aydın (2012) also stress the need and importance of in-service training for
teachers. They explain that teachers should be able to adapt to rapid changes in educational
activities all around the world in order to ensure the delivery of a quality instruction in
their respective classrooms. This is important in order to be able to deal with the
challenges the teachers face in classrooms (p. 675).
Akçadağ (2012) conducted a study to define teachers’ expectations of in-service training
programs and to understand how these expectations developed based on their evaluations
about the programs. The results showed that teachers place special emphasis on the
content and methodology of the training programs, and the expertise and positive attitudes
of the trainers, and that they set these criteria as expectations. In his study teachers
suggested that components such as class management, communication skills, special
education, learning through games and drama, child psychology, parents’ training, design
and application of teaching materials, training school administrators, instructional
methods and techniques, and some personal development issues be incorporated into the
program.
Kavak (2012) conducted a study to determine the opinions of primary and secondary
school teachers about in-service teacher training programs in Turkey. The results showed
17
that teachers do not prefer online training despite the fact that almost all teachers had an
internet access available at their homes. Teachers preferred in-service training at their own
schools, within working hours, by university lecturers who are experts in their fields.
2.8.1 In–service training in Turkey
Aydın and Baskan (2005) note that Turkey has a significant background in teacher
training. They stress that as a result of deficiencies in coordination and cooperation
between institutions and public administration, a permanent and radical solution to teacher
training has not been reached. Kırkgöz (2007) explains that:
Following the 1997 education reform, the MNE gave high priority to teacher
development initiatives. In order to facilitate dissemination of curriculum
innovation, the MNE established the In-service English Language Teacher
Training and Development Unit (INSET) to organize seminars, and conduct in-
service training workshops for state primary and secondary teachers of English
language. The MNE also collaborated with a local association, The English
Language Teachers’ Association in Turkey, (INGED), and foreign associations:
the British Council (BC) and the United States Information Agency (USIA) to help
facilitate the implementation process of the curriculum reform (p. 222).
Yüksel (2012) mentions that “in accordance with social developments, considerable
structural and educational reforms have been conducted regarding quality improvement
both in the whole education system and teacher education in terms of pre-service and in-
service” (Yüksel , 2012).
Gursimsek, Kaptan and Erkan (1997) wrote that
Depending on the flow of science and information all through the world,
continuous and quality training of in-service teachers became a necessity, even
more important than pre-service training in Turkey at present, although many in-
service activities in different fields are applied, it is not seen as adequate in quality
and quantity in order to institutionalize in-service teacher education activities,
work is being done under following topics: 1-Training teaching staff through in-
18
service activities and enhancing their academic achievement.2-Variation and
enrichment of in-service program types with subjects such as measurement and
evaluation, communication and interaction, motivation, rewards, calligraphy,
educational methods, language teaching, educational technology. 3-Continuity of
education and training in some specific in-service programs. 4-Provision of
buildings, materials and equipment and formation of financial sources.5-Planning
to expand in-service training to private institutions (p.12).
Bayrakçı (2010) had interviews with both national and local authorities and results of the
interviews indicated clearly that the main concern for in-service training activities in
Turkey is the lack of professional staff for planning and carrying out activities for
teachers’ professional development. Accordingly, no research is conducted to identify the
real training needs of teachers in terms of their professional development.
19
CHAPTER 3
METHOD
3.1 Introduction
This study investigated the perceptions of EFL teachers on the effectiveness of an EFL in-
service training program. EFL teachers who participated in the program work for private
schools mainly based in Ankara and surrounding cities. Teachers from different levels of
schools are represented in the program.
3.2 Research Questions
The following research questions guided the study:
1. What are the perceptions of EFL teachers working in Private Schools about the
most/least useful/effective components and characteristics of the EFL INSET
program?
2. What are the teachers' suggestions for improvement, change or removal of the EFL
INSET program components? Why?
3. What are the perceptions of EFL teachers about the characteristics of an ideal
INSET program?
3.3 Overall Design of the Study
In this study basic exploratory qualitative research design has been utilized to discover the
perceptions of the EFL teachers on the effectiveness of an ELT in-service program. This
research design has been chosen as it is concerned with studying objects in their natural
settings. Exploratory design is a flexible research design and it is usually supported by
qualitative data. Creswell (2003) defines sequential mixed methods procedures as below:
Sequential mixed methods procedures are those in which the researcher seeks to
elaborate on or expand on the findings of one method with another method. This
may involve beginning with a qualitative interview for exploratory purposes and
following up with a quantitative, survey method with a large sample so that the
20
researcher can generalize results to a population. Alternatively, the study may
begin with a quantitative method in which a theory or concept is tested, followed
by a qualitative method involving detailed exploration with a few cases or
individuals (p.16).
Mixed method was chosen for its ability to provide more adequate data for the researcher
to make a better conclusion. With the help of follow-up qualitative data, it could be
possible to refine that quantitative findings. Mixed methods have both its advantages and
limitations. Through this technique the researcher can draw on the strength of both
quantitative and qualitative methods. Combination of these two methods can provide a
more complete picture of the topic studied. Gall, Gall, and Borg (2007) argue that mixed-
methods research is gaining popularity and becoming more common within the
educational community.
As for limitations, it requires that the researcher should be knowledgeable in both
methods. Collecting and analysing the data will be taking more time. Moreover, to analyse
both qualitative and quantitative data the researcher needs to be familiar with data analysis
techniques of both qualitative and quantitative techniques.
3.4 Quantitative Design of the Study
3.5 Questionnaire
Dörnyei (2002) notes that questionnaires are one of the most common data collection
methods in second language (L2) research. Dörnyei states that “the popularity of
questionnaires is due to the fact that they are easy to construct, extremely versatile, and
uniquely capable of gathering a large amount of information quickly in a form that is
readily processable” (p. 101). Shuttleworth (2008) emphasises that questionnaires are
useful tools to find out the opinions of large number of teachers working in different
schools and different cities.
21
3.6 Participants
Target population of the study comprised of 120 EFL teachers working at private schools
which are mainly based in Ankara, the capital city in Turkey, and the rest in surrounding
cities. The schools are affiliated to an umbrella organization which provides the member
schools with regular school-based in-service training programs. Participants come from a
diverse background in terms of their gender, first language, overseas experience, length
of their previous teaching experience and their previous ELT in-service program
experiences. Table 1 shows the detailed description of demographic information of the
participants who responded the first data collection tool of survey. The number of the
participants who responded the questionnaire presented a balanced participation in terms
of their gender. Both genders are represented equally in the study.
Table 1 Demographic information of the participants
Variables N %
Gender
Female 22 50
Male 22 50
Native Speaker of
Turkish 26 59
Arabic 8 18
English 9 20
French 1 2,27
Overseas experience
0 year 11 25
1-2 year 15 34
3-5 years 4 9
More than 5 years 14 31
Type of School they work in
Private 44 100
ELT certificate programs that were
attended before
DELTA 0 0
CELTA 2 4,5
TESOL 8 18
TEFL 7 15
NONE OF THE ABOVE 27 61
22
Table 1 Demographic information of the participants (continued)
Figure 1 below shows the linguistic backgrounds of the participants. Majority of the
participants speak Turkish as their first language. The second group consists of
participants who speak English as their first language. Arabic speakers make the third
largest group with 18%. Arabic speaking EFL teachers are mainly recruited because of
the fact that they are qualified and competent EFL teachers. They are fluent in speaking
and their not speaking Turkish creates a classroom teaching setting where English is used
for communicative purposes. Also, they are culturally regarded more adaptable.
Moreover, in terms of recruitment and employment they are considered more cost-
effective.
Variables N %
The last time attended an ELT program
Less than a year 36 81
1-2 years 3 6,8
3-5 years 5 11,3
More than 5 years 0 0
The number of ELT programs attended this
year attended this year
None 3 6,8
Once 5 11,3
Twice 9 20,4
Three times 8 18,1
More than three times 19 43,1
Attending INSET programs (Mostly voluntary 1-2-3-4-5 Mostly
Compulsory)
1 8 18,1
2 2 4,5
3 8 18,1
4 5 11,3
5 21 47,7
The length of teaching experience
0-3 years 17 38,6
3-5 years 5 11,3
5-10 years 13 29,5
10-15 years 6 13,6
More than 15 years 3 6,8
23
Figure 1 Linguistic background of the participants
Figure 2 shows the percentages of the teachers who attended various certificate programs
such as: CELTA (4.5%), TESOL (18%) and TEFL (15%). As can be seen in the graph,
sixty one percent of teachers didn’t attend any EFL/ESL certificate program before.
Figure 2 teachers who attended certificate programs before
Figure 3 teaching experience of the participants
CELTA5%
TESOL18%
TEFL16%
NONE61%
0-3years39%
3-5years11%
5-10years29%
10-15years14%
over 15 years7%
Turkish59%
Arabic18%
English21%
Others2%
24
Figure 3 shows that teaching experience of the participants varied from 0-3 years (38.6
%) to more than 15 years (6.8 %). We can see that the concentration is on the novice
teachers (38.6 %) and those with 5-10 year experience (29.5 %). The percentage of
teachers with 3-5 year experience and 10-15 year experience is (11.3 %) and (13.6 %)
respectively.
Figure 4 school-based in-service programs that teachers have attended this year
Figure 4 shows that majority of teachers (81 %) attended an EFL INSET program in less
than a year. The percentage shows that teachers are constantly engaged in INSET
programs as part of their job in their respective schools. Most of the participants
mentioned that 77 % attendance to the INSET program is compulsory.
3.7 Sampling procedure
The actual population is all the teachers (about 120) who work in 12 private schools based
in Ankara and surrounding cities. In order to obtain the data through questionnaires,
convenience sampling was utilized.
Convenience sampling is defined as a non-probability sampling technique where subjects
are selected because of their convenient accessibility and proximity to the researcher. In
all forms of research, it would be ideal to test the entire population, but in most cases, the
population is just too large that it is impossible to include every individual. This is the
reason why most researchers rely on sampling techniques like convenience sampling, the
most common of all sampling techniques. Many researchers prefer this sampling
none7%
once11%
twice21%
three times18%
more than three times43%
25
technique because it is fast, inexpensive, easy and the subjects are readily available
(https://explorable.com/convenience-sampling).
3.8 Selection of Schools
The schools are mainly located in capital city Ankara and surrounding cities. Different
forms of schools represented in the study such as pre-school, primary and high school
levels. The schools are affiliated to an umbrella organization which provides EFL INSET
training programs for EFL teachers for its member schools both during academic year and
holidays.
3.9 The goals of the ELT in-service training program
The ELT in-service program aims at providing training for teachers by taking their needs
and interests into consideration. It tries to promote cooperation and coordination between
teachers. The program also aims to keep the teachers updated with the innovative and
creative teaching techniques.
The program's goals are:
promote cooperation between teachers coming from diverse backgrounds and with
different experience,
develop teachers’ comprehension, transformation, instruction, evaluation and
reflection,
promote teaching with technology and provide necessary training,
encourage professional development.
3.10 Instrument Development & Piloting
The data collection instrument has 4 parts: 1st part of the survey is designed to collect
demographic data, the 2nd part is designed to find out the perceptions of the teachers on
the effectiveness of different components of pedagogical content knowledge, and 3rd part
consists of the overall evaluation of the program. 3rd part also studies the perceptions of
the teachers on the most/least effective components/features of the program and finally
the 4th part asks for teachers’ recommendations on their ideal In-service EFL program.
26
To develop the data gathering instrument, the researcher conducted studies on in-service
teacher training, and internationally recognized certificate programs namely CELTA
(Certificate of English Language Teaching to Adults) and TESOL (Teaching English to
Speakers of Other Languages). As a result of this study, an item pool was constructed
consisting of items indicating the competences EFL teachers are supposed to have/develop
in order to be able to conduct their teaching duties effectively.
The components were decided with the help of literature review. As a result, the
questionnaire comprises of 13 components and 107 items in total. These components are:
Learners and Teachers, Teaching and Learning Context, Teaching Grammar, Teaching
Vocabulary, Reading, Listening, Speaking, Writing, Materials, Lesson Planning,
Classroom Activities, Classroom Management, Assessment, Professional development.
These components were chosen as they are the most commonly appearing components of
established in-service training and/or Certificate programs offered to teachers. Having
determined the components, competences that are expected to be mastered by participants
were defined.
Part III seeks to find out the overall evaluation of the program by asking the participants
to evaluate the program on a scale ranging from the least effective to the most effective.
Participants are further asked to comment on the least/most effective components/aspects
of the program by providing reasons as well. Their suggestions are also asked for to
improve the program. There are 5 open- ended questions in this part. Part IV includes 2
questions. The questionnaire asks participants to comment on the components/aspects of
their ideal program.
For face validity, the survey was piloted with 5 EFL teachers. The teachers consisted of
both experienced and novice teachers. Among five teachers one was English speaker, the
other was Arabic speaker and the rest were Turkish teachers with various experiences and
backgrounds. Teachers were requested to fill out the survey and examine it thoroughly in
terms of its comprehensibility. They were also requested to report any problems in
cohesion, spelling etc. As a result of piloting phase, teachers made some suggestions. The
survey was reviewed in the light of teachers’ suggestions and necessary changes were
made.
27
For content validity, 3 experts: one from EFL department, one from Educational and
Science department and one from elementary math and science department of various
universities were requested to provide feedback.
Based on the feedbacks taken both from practicing teachers and experts, the questionnaire
was reorganized; some items that caused some difficulties to understand were re-written.
Some items which were criticized as measuring two constructs at a time were re-analysed
and written as two separate items.
The result of the questionnaire was subjected to Cronbach’s reliability analysis.
Cronbach’s Alpha Coefficients were computed to check internal consistency of program
components. Table 2 shows the Cronbach Alpha Values of the components.
Table 2 components of INSET program & Cronbach Alpha Values
Components of INSET program Number
of items
Cronbac
h Alpha
Values
Learners and Teachers, Teaching and Learning Context 9 .89
Teaching Grammar 6 .93
Teaching Vocabulary 6 .93
Reading 4 .90
Listening 4 .96
Speaking 7 .91
Writing 6 .96
Materials 12 .94
Lesson Planning 9 .94
Classroom Activities 4 .96
Classroom Management 17 .85
Assessment 10 .95
Professional Development 13 .94
3.11 Data collection
Upon the completion of the scale, necessary permissions were taken. The data was
collected in April 2014 during the INSET program by printed questionnaires which were
distributed to the participants.
28
The participants were requested to fill out the questionnaires and to hand them over. After
examining the questionnaires, the researcher realized that some parts of the questionnaire
were left unfilled by some teachers. To ensure the completeness of the questionnaire,
researcher contacted the participants both via mobile phone and e-mail and requested them
to fill the left-out sections. Researcher prepared an online fillable form reachable through
a link which was sent as an attachment with an e-mail to the participants. The online
version of questionnaire was available from April 2014 to June 2014. The nature of the
data collection was on a voluntary basis; the questionnaire forms were distributed to all
teachers who participated in School Based INSET program. The return rate was 44
teachers in total out of about 120 teachers. The collected data from questionnaire were
entered into Excel and then SPSS environment.
3.12 Data Analysis
Responses of the teachers were manually transferred into an Excel spreadsheet. Each
question was defined as one column and corresponding rows were assigned for each
person. After all the data were entered into the spreadsheet, the researcher requested
another teacher to recheck some of the data for its accuracy.
Having checked the data for accuracy, descriptive statistics were calculated for categorical
data. First of all, the data were read into SPSS, and then the data were recorded in SPSS.
Then sum scores were calculated and some simple mathematical operations on columns
of data were done. The data were analysed to explore the distribution and range of
responses to each variable. The data were recoded into categories. The data were checked
for missing data. The respondent that failed to answer every single question were
identified and contacted to verify/complete information. With the open ended questions,
the researcher examined all the responses to a question, devised categories for the answers
and then coded the data.
29
3.13 Qualitative design of the study
3.13.1 Participants
Ten participants were chosen among 44 teachers that responded the questionnaire. The
researcher tried to make sure that the respondents represented the target population.
3.13.2 Sampling Procedure
As for the interview, the purposive sampling technique was used. Tongco (2008) describes
purposive sampling technique as the deliberate choice of an informant due to the qualities
the informant possesses. He further explains that it is a non-random technique. He adds
that purposive sampling technique does not need underlying theories or a set number of
informants. Simply put, the researcher decides what needs to be known and sets out to
find people who can and are willing to provide the information by virtue of knowledge or
experience (p.147).
The researcher tried to make sure that the selected interviewees are representative of the
population. The gender, experience, age differences of the participants were taken into
consideration in deciding who to conduct the interviews with. The interview data were
collected during the summer holiday. That’s why the researcher could not interview with
any English or Arabic native speakers. In terms of representativeness of the sampling
procedure it could be considered as a limitation.
3.13.3 Instrument development
As a second data collection instrument interview questions were used. Interview questions
were designed by the researcher both to clarify and to explore the views and perceptions
of the teachers at a deeper level. The interview questions were prepared in English and
then translated into Turkish. The interview questions were requested to be examined for
their content validity by three instructors. Two instructors were from the ELT department
and one instructor was from the Educational and Sciences department. In the light of
feedbacks, the questions, their formats and orders were reviewed. The final version was
presented to the instructors and after it was confirmed that the tool is suitable to carry on
with. The researcher piloted it with one teacher who was a literature teacher. The
30
approximate time frame were decided, which was about between 20-25 minutes. The
interviewed teacher mentioned that the questions were understandable and clear.
3.14 Data Collection
The respondents were contacted and appointments were taken. They were asked during
the appointment if it could cause any inconvenience to record the interviews. They were
informed that the recorded interviews will be kept confidential and their identities will not
be revealed under any circumstances. . They were also informed that after the data were
analysed, the recordings will be terminated. The respondents did not object to the
recordings of the interviews. The interviews were carried out in Turkish. The extracts
which were evaluated to represent the general ideas of the respondents were chosen and
translated into English. The translations were controlled by an EFL teacher to ensure their
accuracy.
3.15 Data Analysis
As for the interviews, constant comparative analysis was used.
The main intellectual tool in constant comparative analysis is comparison. The
method of comparing and contrasting is used for practically all intellectual tasks
during analysis: forming categories, establishing boundaries of the categories,
assigning the segments to categories, summarizing the content of each category,
finding negative evidence etc. The goal is to discern conceptual similarities, to
refine the discriminative power of categories, and to discover patterns (Tesch,
1990, p. 96).
Bob (2005) suggests that there are critical steps in qualitative research. These are:
1. note taking
2. coding
3. constant comparison
4. categories and properties
5. core category
6. saturation
31
7. memoing
8. sorting
Note taking: you take key-word notes during the interviews and convert them to
themes afterwards. It also suggested that you tape-record the interviews and check
your notes against the tape recording.
Coding: After the interviews, the researcher compared the data from one source
to data from other sources (i.e. the responses from each participant).
Constant comparison: For the first interview you are merely asking yourself:
What is going on here? What is the situation? How is the person managing that
situation? Therefore, what categories (plural) are suggested by that sentence?
Code the second interview with the first interview in mind. Code subsequent
interviews (or data from other sources) with the emerging theory in mind. That’s
constant comparison: initially comparing data set to data set; later comparing
data set to theory.
Categories and properties: After a time one category (occasionally more) will be
found to emerge with high frequency of mention, and to be connected to many of
the other categories which are emerging. Core category: This is your core
category. It is hazardous to choose a core category too early in the data collection.
However, when it is clear that one category is mentioned with high frequency and
is well connected to other categories, it is safe to adopt this as the core category.
The interviews were conducted with 10 teachers and then they were transcribed.
Then the speeches were read at least more than twice to analyse the qualitative
data into meaningful categories (the process called coding). It helped the
researcher to organize large amount of data and discover patterns in the
transcribed speeches.
Saturation: In collecting and interpreting data about a particular category, in
time you reach a point of diminishing returns. Eventually your interviews add
nothing to what you already know about a category, its properties, and its
relationship to the core category. When this occurs, you cease coding for that
category.
32
Memo: In effect, a memo is a note to yourself about some hypothesis you have
about a category or property, and particularly about relationships between
categories.
Sorting: During the sorting process the researcher takes the categories and
groups them together based on similarities. (pp. 4-6)
The recorded data were transcribed and rechecked by the researcher. The researcher had
some parts of the transcribed data checked by a colleague to ensure accuracy. Then the
data were read several times by the researcher to code it. Categories were identified by
applying the procedure of the constant comparative analysis as suggested in the data
analysis techniques above. One EFL teacher were requested to review the coding system
and the teacher agreed that the coding is done thoroughly and agreed that the codes that
were identified were appropriate for the purpose of the study.
3.16 Validity: the interviews were utilized to confirm the survey results.
Validity refers to the degree to which a study accurately reflects or assesses the specific
concept that the researcher is attempting to measure. While reliability is concerned with
the accuracy of the actual measuring instrument or procedure, validity is concerned with
the study's success at measuring what the researchers set out to measure
(http://writing.colostate.edu/guides/page.cfm?pageid=1388). Researchers should be
concerned with both external and internal validity.
External validity refers to the extent to which the results of a study are generalizable or
transferable.
Internal validity refers to (1) the rigor with which the study was conducted (e.g., the
study's design, the care taken to conduct measurements, and decisions concerning what
was and wasn't measured) and (2) the extent to which the designers of a study have taken
into account alternative explanations for any causal relationships they explore. In studies
that do not explore causal relationships, only the first of these definitions should be
considered when assessing internal validity. During the interviews, the researcher
identified key issues known as “note-taking”. After the interviews, the researcher
33
compared the data from one source to the data from other sources. The data then
categorised and sequenced to make it clearer.
Content analysis (Content analysis: Introduction, 2014) “is a technique for systematically
describing written, spoken or visual communication. It provides a quantitative (numerical)
description. Many content analyses involve media - print (newspapers, magazines),
television, video, movies, the Internet. Any medium that can be recorded and reviewed is
appropriate. Content analysis is also used to analyse new material recorded by the
researchers, and to classify open-ended responses to interview or survey questions”.
Quantification allows us to characterize the material in a way that is potentially reliable
and valid. The information is broken down into categories and then summarized. Media
has both format and content. Format refers to the form or structure of the information. Is
it pictorial or verbal? What shape does it take? Content refers to the meaning of the
information. Both format and content can be quantified.
The text from the surveys and interview transcripts was broken down to see if there were
any emerging themes. The themes are general statements that defines a group together.
Similar responses emerged as a result of content analysis which were presented in the
results and discussion sections. Dissimilar responses from the open-ended questions of
surveys and interviews were encountered when the participants were given a chance to
reflect upon the strengths and weaknesses of the program as well as their suggestions to
improve the quality of the program.
3.17 Testing the agreement of findings
Triangulation means using more than one method to collect data on the same topic. This
is a way of assuring the validity of research through the use of a variety of methods to
collect data on the same topic, which involves different types of samples as well as
methods of data collection. However, the purpose of triangulation is not necessarily to
cross-validate data but rather to capture different dimensions of the same phenomenon
(http://www.researchgate.net/post/What_is_triangulation_of_data_in_qualitative_researc
h_Is_it_a_method_of_validating_the_information_collected_through_various_methods).
Data triangulation validates your data and research by cross- verifying the same
34
information. This triangulation of data strengthens the research paper because the data has
increased credibility and validity. The triangulation of data occurs when multiple theories,
materials or methods are used (Writing Guides, 2014).
In this study, different measuring instruments (questionnaire and interview) were used to
test the agreement of findings. The researcher aimed at clarifying the results of the
interview by using another method. Additional sources of information helped the
researcher to gain more insight into the topic. By using different measuring instruments
inadequacies in one-source of data was aimed to be minimized. Multiple sources of data
provided clarification and more comprehensive data were obtained.
3.18 Ethical Consideration:
Primary research is conducted all of the time-journalists use it as their primary means of
reporting news and events; national polls and surveys discover what the population thinks
about a particular political figure or proposal; and companies collect data on their
consumer base and market trends. When conducting research in an academic or
professional setting, you need to be aware of the ethics behind your research activity”
(https://owl.english.purdue.edu/owl/resource/559/02/).
Ethical Standards: Researchers should...
avoid any risk of considerably harming people, the environment, or property
unnecessarily.
not use deception on people participating.
obtain informed consent from all involved in the study.
preserve privacy and confidentiality whenever possible.
take special precautions when involving populations or animals which may not be
considered to understand fully the purpose of the study.
not offer big rewards or enforce binding contracts for the study. This is especially
important when people are somehow reliant on the reward.
not plagiarize the work of others.
not skew their conclusions based on funding.
35
not commit science fraud, falsify research or otherwise conduct scientific
misconduct.
not use the position as a peer reviewer to give sham peer reviews to punish or
damage fellow scientists.
Basically, research must follow all regulations given, and also anticipate possible
ethical problems in their research. (https://explorable.com/ethics-in-research).In
the light of above standards, the researcher took all the precautions to ensure that
the study was carried out with the ethical issues in mind.
3.19 Limitations of the Study
The research was carried out in private schools located in/around Ankara affiliated to an
umbrella organization. The researcher is also part of this umbrella organization, so the
findings may be criticized because of researcher subjectivity and external validity.
A second issue is that the reliability of findings are a matter of concern as the findings do
not lend themselves to replicability. But this concern could be raised for majority of
qualitative research methods as a whole. In this study, target population was about 120
teachers. Although the survey was meant for all the teachers, only 44 (about 36%)
responded the questionnaire. The low rate in the questionnaire results may be considered
a limitation in that results may not be representative of all teachers in the studied schools.
36
CHAPTER 4
RESULTS
This chapter presents the results of the data analyses of the questionnaire whose purpose
was to find out the perceptions of English teachers working at private schools on the
effectiveness of an English INSET program they attend throughout the year as a
requirement of their job as well as the result of a series of interviews conducted with ten
teachers who participated in the questionnaire. The analyses were demonstrated in terms
of both quantitative and qualitative.
4.1 Quantitative Results
4.1.1 Quantitative Results for Question 1
4.1.1.1 General teaching and learning context
Different aspects of Learners and Teachers, Teaching and Learning Context presented in
Table 3. Table 3 shows that the perceived usefulness of the aspects of component 1 range
between 50 percent and 86.3 percent with the 3rd aspect “Adapting your teaching to
different learning styles (Visual, auditory, etc.)” getting the highest percentage as the most
useful aspect in participants’ current positions as English instructors while the 9th aspect
of component 1 which is “The link between culture and language” scored the lowest
percentage. When looked at the averages 70.46 percent of teachers perceive that
component 1 of this INSET program contributed to their teaching in the classroom while
24 percent says it didn’t make any contribution to their teaching. 5.56 percent of the
teachers believe that some aspects of component 1 were not applicable in the program.
The percentages show that COMPONENT 1: Learners and Teachers, Teaching and
Learning is perceived as useful by 70.46 percent of participants on average. Twenty
percent of participants, plus 5.56 percent stating that the aspects were not applicable
indicates that there is a room for improvement of the component 1.
37
Table 3 Perceptions of the teachers on the effectiveness of “Learners and Teachers,
Teaching and Learning Context” component
COMPONENT 1: Learners and
Teachers, Teaching and Learning
Context
Stro
ngly
Agr
ee
(%)
Agr
ee
(%)
Disa
gree
(%)
Stro
ngly
Disa
gree
(%)
N/A
(%)
3 Adapting your teaching to different learning
styles (Visual, auditory, etc,) 47,7 38,6 9,1 2,3 2,3
1 Adapting your teaching to different learning
needs 25 59,1 6,8 4,5 4,5
2 Teaching a class by taking the interests of the
learner groups into consideration 29,5 52,3 11,4 4,5 2,3
6 Ideas for encouraging learner independence
in the class 34,1 43,2 11,4 6,8
4,5
%
4 Acknowledging, when necessary, learners’
backgrounds 20,5 50 18,2 9,1 2,3
5 Acknowledging learners’ previous learning
experience 18,2 47,7 20,5 9,1 4,5
7 Dealing with mixed level classes 15.9 43,2 22,7 6,8 11,4
8 Practical classroom issues for teachers
working in a monolingual context, 6,8 52,3 18,2 11,4 11,4
9 The link between culture and language 18,2 31,8 27,3 15,9 6,8
AVARAGE PERCENTILES 24 46,5 16,2 7,83 5,56
Teaching and learning context is incorporated into some recognized ELT certificate
programs such as CELTA, TESOL, TEFL etc. The participants’ reports show that they
perceive the usefulness of items of “teaching and learning context positively to various
degrees”. Knowing your students and addressing their needs, adapting your teaching style
accordingly, giving independence to your students, acknowledging your students
background, dealing with mixed ability classes etc. are all considered important parts of
being a competent teacher who is sensitive to his/her students’ needs and preferences.
4.1.1.2 Teaching grammar
Table 4 shows the participants’ perceived usefulness of component 2 which is teaching
grammar. There are 6 items in this section. The highest percentage (72.8%) goes to item
38
number 15. Participants agreed that appropriate practice for grammar were provided and
it was considered as useful in their current teaching positions. Communicative focus for
teaching grammar aspect gets the lowest percentage at 56.54 percent. On average,
majority of participants (65.54%) perceived the component 2: Grammar Teaching as
useful, while 22.3 % disagreed and 12.1% rated the usefulness of grammar items as not
applicable.
Table 4 Perceptions of the teachers on the effectiveness of “teaching grammar”
component
COMPONENT 2: TEACHING
GRAMMAR S
tron
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
15 Providing appropriate practice for
grammar items 20,5 52,3 9,1 6,8 11,4
10 Ways of presenting grammar 13,6 54,5 13,6 6,8 11,4
11 Ways of practicing grammar 11,4 54,5 13,6 11,4 9,1
13 Providing clear contexts for teaching
grammar 15,9 50 11,4 9,1 13,6
12 Teaching grammar creatively 25 38,6 18,2 6,8 11,4
14 Providing communicative focus for
teaching grammar 20,5 36,4 20,5 6,8 15,9
AVARAGE PERCENTILES 17,8 47,7 14,4 7,95 12,1
Traditional grammar teaching is losing its appeal as students prefer to develop their
communicative competence more than deepening their grammar knowledge. The results
of component 2 show that the items with regard to teaching grammar creatively and
communicatively get the lowest score. The lowest percentages could be explained as a
result of students’ lack of interest in grammar regardless of how the grammar items are
presented or teachers’ preference of traditional ways of grammar teaching over teaching
grammar creatively.
39
4.1.1.3 Teaching vocabulary
Table 5 shows that teaching vocabulary is perceived highly useful with a high percentage
(85.22%) of agreement among the participants. 8.7 % disagreed with the usefulness of the
items and 6.03% marked the items as not applicable. When you looked at the
agreement/disagreement of percentages of individual items as in the grammar component
the presentation and practice of vocabulary items gets the highest score (90.9%), while
the communicative focus for teaching vocabulary gets the lowest percentage (79.5 %).
Table 5 Perceptions of the teachers on the effectiveness of “teaching vocabulary”
component
COMPONENT 3: TEACHING
VOCABULARY S
tron
gly
Agre
e
(%)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
16 Ways of presenting vocabulary 40,9 50 4,5 0 4,5
17 Ways of practicing vocabulary 27,3 63,6 4,5 0 4,5
18 Teaching vocabulary creatively 43,2 43,2 6,8 0 6,8
19 Providing clear contexts for teaching
vocabulary 25 56,8 11,4 0 6,8
21 Providing appropriate practice for new
vocabulary 27,3 54,5 9,1 2,3 6,8
AVARAGE PERCENTILES 32,2 53 7,57 1,13 6,03
Vocabulary learning is a vital part of language education. It is considered a core subject
in formal language education. As British linguist Wilkins in 1976 argues that “without
grammar, there are few things we can express; while without vocabulary, there is nothing
we can express.” Wilkins draws the attention to the communicative importance of
knowing vocabulary. Based on the results of the component 3, it can be concluded that
this component is one of the most positively perceived component about its items
usefulness.
40
4.1.1.4 Reading
Under component 4: Reading, there are 4 items. Teachers perceived the usefulness of item
“different purposes of reading” higher than other items. The item “ways of making reading
texts more intelligible to learners” gets the lowest percentage. The perceived usefulness
of the component is 60.83%. On the other hand 25.55% of participants disagreed on the
usefulness of items while 13.6% mentioned that the items were not applicable in the
program.
Table 6 Perceptions of the teachers on the effectiveness of “teaching reading”
component
COMPONENT 4: READING
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
22 Different purposes of reading,
(Entertainment, getting information, etc,) 25 45,5 15,9 2,3 11,4
23
Identifying some of the difficulties
learners may face when trying to
understand texts
27,3 31,8 22,7 4,5 13,6
25
Variety of instructional strategies to
promote learners’ understanding of
reading
20,5 36,4 22,7 4,5 15,9
24 Ways of making reading texts more
intelligible to learners 27,3 29,5 27,3 2,3 13,6
AVARAGE PERCENTILES 25 35,8 22,2 3,4 13,6
Reading increases students’ vocabulary and enables them to express themselves better.
Teachers usually complain about the lack of interest of students in reading. The results of
Table 6 shows that the reading component of the program is not perceived very useful by
the teachers. Thus 42.15% of teachers didn’t perceive this component as useful.
4.1.1.5 Listening
Under the “component 5: listening” teachers rated 4 items. The perceived usefulness of
the item 29 “Different purposes of listening” received the highest percentage (59.1%), its
41
usefulness was disagreed on by 25% and considered as not applicable by 15.9%. The
usefulness of item 27 “Variety of instructional strategies to promote learners’’
understanding of listening was agreed on by 52.3% of participants while it was disagreed
by 31.8% of participants and was found as not applicable by 15.9%. While 55.13% of
participants perceived the program components as useful in their teaching jobs, 28.98%
didn’t agree on the usefulness of component 5’s items and 15.9% rated items as not
applicable.
Table 7 Perceptions of the teachers on the effectiveness of “teaching listening”
component
COMPONENT 5: LISTENING
Str
on
gly
Agre
e
(%)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
29 Different purposes of listening 9,1 50 25 0 15,9
28 Ways of making listening texts easier for
learners to understand 15,9 40,9 25 2,3 15,9
27 Variety of instructional strategies to promote
learners’ understanding of listening 9,1 43,2 29,5 2,3 15,9
26
Identifying some of the difficulties learners
may face when trying to understand the
listening texts
11,4 40,9 27,3 4,5 15,9
AVARAGE PERCENTILES 11,4 43,8 26,7 2,28 15,9
We all learn to speak by listening first. Language acquisition begins with listening.
Nowadays the focus of teachers as well as learners is mainly on communicative
competence. Under listening component, “different purposes of listening aspect” was
found useful. Although, other items are useful to promote students comprehension and
their ability to deal with listening texts, their usefulness were not largely agreed on.
4.1.1.6 Speaking
Under speaking component, teachers rated 7 aspects. Item 34 “providing appropriate
models of oral language in the classroom” got 72.7% of agreement, 22.7% disagreement
42
and was considered not applicable by 4.5% of participants. Item 35”Identify errors in
learners’ oral language in the classroom got 52.2% agreement, 38.6% disagreement and
was considered not applicable by 9.1%. When looked at the average percentages the
overall agreement on the usefulness of items is 62.33%, disagreement 30.85% and those
considering the items are 68%.
Table 8 Perceptions of the teachers on the effectiveness of “teaching speaking”
component
COMPONENT 6: SPEAKING
Str
on
gly
Agre
e
(%)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
34 Providing appropriate models of oral
language in the classroom 25 47,7 9,1 13,6 4,5
30 Key features of spoken English 15,9 52,3 13,6 11,4 6,8
33 The role of paralinguistic features (e,g,
gesture, gaze) in communication 31,8 34,1 20,5 9,1 4,5
32 A wide range of spoken language
functions 13,6 47,7 20,5 13,6 4,5
31 Some ways in which spoken English
differs from written English 15,9 43,2 22,7 6,8 11,4
36 Correcting learners' oral language errors
sensitively in the classroom 20,5 36,4 20,5 15,9 6,8
35 Identify errors in learners' oral language in
the classroom 13,6 38,6 25 13,6 9,1
AVARAGE PERCENTILES 19,5 42,9 18,9 12 6,8
Good communication skills are essential to so much activity in society, at work and at
home. Learners often evaluate their success in language learning on the basis of their
competence in speaking. Teachers are role-models in the eyes of their students. When they
interact with their students with the target language it becomes self-motivating for students
to speak and to develop their language skills. The agreement on Item 34 “providing
appropriate models of oral language in the classroom” shows that 72.75% of teachers
found this aspect useful to be incorporated into the program. Error correction aspects were
43
evaluated not making much contribution to their teaching. It could be either the aspects
were not found satisfactorily covered in the program or teachers do not use speaking
correction techniques in their teaching.
4.1.1.7 Writing
Under writing component, the teachers rated 7 aspects. Aspect 40 “providing appropriate
models of written language” got the highest (56.8%) percentage.
Table 9 Perceptions of the teachers on the effectiveness of “Writing” component
COMPONENT 7:: WRITING
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
40 Providing appropriate models of written
language 13,6 43,2 22,7 2,3 18,2
37 Basic concepts and terminology used for
describing writing skills 9,1 40,9 20,5 6,8 22,7
39 The stages of process writing (e,g,
Planning, drafting, revising, editing) 13,6 36,4 22,7 4,5 22,7
41 Identifying errors in learners' written
language 11,4 38,6 20,5 4,5 25
38 Identifying some features of written texts,
(Planned, formal, delayed etc,) 4,5 43,2 20,5 4,5 27,3
42 Correcting learners' written language
errors sensitively 22,7 22,7 27,3 4,5 22,7
AVARAGE PERCENTILES 12,5 37,5 22,4 4,52 23,1
The overall perception of the usefulness of components seems to be low. The agreement
on usefulness on average is 49.99%, disagreement is 26.89% and 23.1% evaluated the
items under the writing component as not applicable. The low percentages could mean
two things; either written component of the program is not emphasized as much as other
components or writing skills are not focused too much in the EFL classes.
44
4.1.1.8 Materials
Under Materials component teachers rated 12 items. Teachers ranked item 48 “Adapting
materials that are appropriate for students’ age”. When looked at the average percentages
we see that 74.25% of teachers agree on the usefulness of the aspects of material
component in their teaching. The results indicate that teachers’ general perceptions on
different aspects of material development are positive. The ratings seem to be high
especially with aspects such as adapting materials with students’ age and language
proficiencies in mind. The course book adaptation is also rated at 80.8 percent.
Table 10 Perceptions of the teachers on the effectiveness of “materials” component
COMPONENT 8: MATERIALS S
tron
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
48 Adapting materials that are appropriate
for students’ age 34,1 50 6,8 6,8 2,3
43 Adapting course book materials 43,2 38,6 9,1 6,8 2,3
46 Selecting materials that are appropriate
for students’ age 43,2 38,6 9,1 6,8 2,3
45 Selecting materials that are appropriate
for the lesson 43,2 36,4 13,6 4,5 2,3
49 Adapting materials that are appropriate
for students’ language proficiency 20,5 59,1 6,8 6,8 6,8
44 Supplementing course book materials 40,9 38,6 11,4 4,5 4,5
47 Selecting materials that are appropriate
for students’ language proficiency 29,5 45,5 15,9 4,5 4,5
52 Ensuring variety in materials 22,7 52,3 13,6 9,1 2,3
51 Ensuring balance in materials 15,9 50 20,5 6,8 6,8
50 Presenting the materials with a
professional appearance 20,5 43,2 20,5 6,8 9,1
53 Ensuring a communicative focus in
materials 22,7 40,9 29,5 2,3 4,5
54 Using materials that are appropriate for
students’ learning styles 25 36,4 22,7 9,1 6,8
AVARAGE PERCENTILES 30,1 44,1 15 6,24 4,55
45
Teachers use different materials to produce a successful lesson. Materials may come in
different forms; printed, audio and video. Not all the materials are suitable for the needs
of their students. Material development especially in relation to adaptation is one of the
most mentioned needs of teachers.
The results in this section shows that majority of teachers (74.25%) perceive the material
development component as useful in their teaching jobs. Although there is always room
for improvement as to the components and items presented within it, material
development component seems to have made positive contribution to teaching experience
of participants.
4.1.1.9 Lesson Planning
Table 11 shows teachers’ perceptions of “Lesson planning” component of INSET
program. Under this category, there are nine items. According to Table 11 the average
results show that 61.38% of participants agreed that the component was useful in their
current teaching position. The numbers of those who disagreed on the usefulness of the
component account for 26.5% and those who considered items were not applicable is
12.1%.
Table 11 Perceptions of the teachers on the effectiveness of “Lesson Planning”
component
COMPONENT 9: LESSON
PLANNING
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
57 Ordering activities to achieve lesson
aims/outcomes 18,2 52,3 15,9 2,3 11,4
59 Allocating appropriate timing for different
stages in the lessons 20,5 47,7 15,9 4,5 11,4
58 Describing the procedure of the lesson in
sufficient detail 20,5 45,5 22,7 2,3 9,1
55 Identifying appropriate aims/outcomes for
individual lessons 25 38,6 20,5 4,5 11,4
62 Anticipating potential difficulties with
learners 22,7 40,9 18,2 4,5 13,6
46
Table 11 Perceptions of the teachers on the effectiveness of “Lesson Planning”
component (continued)
COMPONENT 9: LESSON
PLANNING
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
56 Stating appropriate aims/outcomes for
individual lessons 18,2 43,2 22,7 6,8 9,1
60 Anticipating potential difficulties with
language 13,6 43,2 22,7 9,1 11,4
61 Anticipating potential difficulties with
materials 13,6 43,2 22,7 6,8 13,6
63 Working constructively with colleagues in
the planning of a lesson 20,5 25 27,3 9,1 18,2
AVARAGE PERCENTILES 19,2 42,2 21 5,55 12,1
Lesson planning is an important part of being a competent teacher. Lesson planning helps
teachers to be more organized. It also gives them a sense of direction in syllabus. The
ability to work constructively with colleagues and make use of their ideas and experience
is of vital importance. Item 63”working constructively with colleagues in the planning of
a lesson” shows that the program didn’t answer the needs of teachers in this respect as
expected and despite its general success there is still room for improvement.
4.1.1.10 Classroom Activities
Under Classroom Activities category, there are 4 items. The perceived usefulness of this
component is one of the highest in percentages (86.32%). The percentage of disagreed
ones counts for 10.25%.
Table 12 Perceptions of the teachers on the effectiveness of “Classroom Activities”
component
COMPONENT 10: CLASSROOM
ACTIVITIES
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
66 Using visuals as a teaching tool 56,8 36,4 2,3 2,3 2,3
47
Table 12 Perceptions of the teachers on the effectiveness of “Classroom Activities”
component (continued)
COMPONENT 10: CLASSROOM
ACTIVITIES
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
65 Using stories as a teaching tool 38,6 50 6,8 2,3 2,3
67 Using drama as a teaching tool 43,2 43,2 6,8 2,3 4,5
64 Teaching through songs 29,5 47,7 15,9 2,3 4,5
AVARAGE PERCENTILES 42 44,3 7,95 2,3 3,4
“Classroom Activities” component seems to have produced positive perception of
usefulness among teachers. Program designers could take this into consideration in order
to improve the present program.
4.1.1.11 Classroom Management
Under Classroom Management component there are 16 items. 70.19% of participants
agree that the items within Classroom Management component were useful in their current
position. Participants disagreed on the usefulness of item75 by 40.9% and item73 by 45.4
percent. Developing classroom management skills is significant especially for teachers
who just start to climb the teaching career ladder. Conflict resolution skills make the
teaching career something desirable and prevent teachers from getting burned out. The
items related to conflict resolution such as item 75 and item 73 could be more developed
so that it could address the needs of teacher in this respect.
Table 13 Perceptions of the teachers on the effectiveness of “Classroom
Management” component
COMPONENT 11: CLASSROOM
MANAGEMENT
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
76 Setting up group activities 34,1 50 11,4 2,3 2,3
68 Understanding what motivates our
students 52,3 29,5 11,4 2,3 4,5
69 Giving hope to our students 54,5 27,3 13,6 2,3 2,3
77 Setting up individual activities 25 56,8 13,6 2,3 2,3
48
Table 13 Perceptions of the teachers on the effectiveness of “Classroom
Management” component (continued)
COMPONENT 11: CLASSROOM
MANAGEMENT
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
74 Setting up whole class activities 34,1 45,5 11,4 4,5 4,5
78 Selecting appropriate teaching 36,4 43,2 9,1 2,3 9,1
71 Behaviour management techniques 34,1 38,6 18,2 2,3 6,8
84 Beginning and finishing lessons on time 31,8 40,9 15,9 4,5 6,8
70 Developing rapport 20,5 50 18,2 2,3 9,1
83 Monitoring learners appropriately in
relation to the task or activity 15,9 54,5 18,2 2,3 9,1
79 Using range of questions for the
purpose of elicitation of understanding 22,7 45,5 15,9 4,5 11,4
72 Behaviour change techniques 25 38,6 25 6,8 4,5
80 Using questions for the purpose of
checking understanding 18,2 43,2 25 4,5 9,1
81 Providing learners with appropriate
feedback 20,5 40,9 22,7 6,8 9,1
82 Maintaining an appropriate learning
pace in relation to materials 9,1 50 27,3 4,5 9,1
75 Dealing with difficult behaviour 25 29,5 36,4 4,5 4,5
73 Dealing with conflict 13,6 36,4 38,6 6,8 4,5
AVARAGE PERCENTILES 27,8 42,4 19,5 3,88 6,42
4.1.1.12 Assessment
Table 14 shows that, on average, the participants agreed with a low percentage (52.95) on
the usefulness of component 13. The percentage of disagreement is 33.6%.
Table 14 Perceptions of the teachers on the effectiveness of “Assessment” component
COMPONENT 12: ASSESSMENT
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
91 Performance-based measures to assess
students’ language skills 11,4 50 20,5 4,5 13,6
49
Table 14 Perceptions of the teachers on the effectiveness of “Assessment” component
(continued)
COMPONENT 12: ASSESSMENT
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e (%
)
Str
on
gly
Dis
agre
e (%
)
N/A
(%
)
90
Performance-based measures to assess
students’ communicative competence
across the curriculum
11,4 45,5 29,5 4,5 9,1
89 Using multiple measures to accurately
assess ESOL learners 13,6 43,2 25 4,5 13,6
87 Criterion-referenced measures to assess
ESOL students’ language learning 6,8 47,7 27,3 6,8 11,4
92 Alternative assessment tools (e.g.,
portfolios) 13,6 40,9 31,8 4,5 9,1
85 Technical aspects of assessment (e.g.,
validity and reliability) 18,2 34,1 22,7 11,4 13,6
88
A variety of purposes for assessment of
ESOL learners (e.g., proficiency,
diagnosis, placement, achievement)
15,9 36,4 27,3 6,8 13,6
86 Norm-referenced measures to assess
ESOL students’ language learning 9,1 40,9 29,5 6,8 13,6
93 Maintaining accurate and up-to-date
records in Students’ portfolio 9,1 38,6 31,8 4,5 15,9
94 Online assessment tools 4,5 38,6 29,5 6,8 20,5
AVARAGE PERCENTILES 11,4 41,6 27,5 6,11 13,4
As can be seen in the results presented in the Table 14 teachers perceive that the usefulness
of assessment component is low (52.95%). On the other hand, we know that Assessment
is an integral part of instruction and is a prevalent component in EFL INSET programs.
Assessment component with its items should be re-examined in the light of these results.
4.1.1.13 Professional Development
Under Professional Development, there are 13 items measuring the perceptions of teachers
with items such as: peer observation, school based courses, mentoring, off-site courses
etc. Item 96 “Workshops” gets the highest percentage (70.5%) while item 104 “joining
professional organizations” gets the lowest percentage (50.7%).
50
Table 15 Perceptions of the teachers on the effectiveness of “Professional
Development” component
COMPONENT 13:
PROFESSIONAL
DEVELOPMENT
Str
on
gly
Agre
e (%
)
Agre
e (%
)
Dis
agre
e
(%)
Str
on
gly
Dis
agre
e
(%)
N/A
(%
)
96 Workshops 25 45,5 13,6 6,8 9,1
98 Peer observation 27,3 38,6 20,5 4,5 9,1
97 Teacher support groups 20,5 38,6 20,5 9,1 11,4
100 School-based courses of various
lengths 11,4 45,5 22,7 11,4 9,1
103 Self-monitoring 25 27,3 27,3 6,8 13,6
95 Formulating professional development
plans based on our interests 13,6 36,4 27,3 11,4 11,4
101 Off-site courses of various lengths 13,6 36,4 22,7 11,4 15,9
106 Mentoring or tutoring 15,9 34,1 22,7 9,1 18,2
99 Subscribing to ELT magazines and
journals 13,6 31,8 27,3 11,4 15,9
105 Publishing an ELT newsletter on a local
or national scale 9,1 34,1 29,5 9,1 18,2
107 Using distance learning materials 13,6 27,3 34,1 9,1 15,9
102 Reading professional publications 18,2 20,5 31,1 11,4 18,2
104 Joining professional organizations such
as, IATEFL and TESOL 18,2 18,2 31,8 11,4 20,5
AVARAGE PERCENTILES 17,3 33,4 25,5 9,46 14,4
4.1.1.14 Perceptions of the teachers for the most effective aspects of the program
according to the survey results
Table 16 perceptions of the teachers for the most effective components of the ELT
in-service program
Most effective components f
Classroom Activities 14
Using/Adapting the course book effectively 13
Learners &Teachers, Teaching & Learning Context 11
51
Table 16 perceptions of the teachers for the most effective components of the ELT
in-service program (continued)
Most effective components f
Teaching Language and language skills 9
Collaboration with colleagues 7
Classroom Management 7
Language Development 7
Teaching Practice 6
Motivation 5
Assessment 3
Table 17 shows the most effective components of the program according to teachers’
perceptions. The components were ranked from the most to the least frequent. Participants
find the classroom activities very effective and useful. Using and adapting the course book
are evaluated as the second most effective component. They evaluated the learners &
Teachers, Teaching & Learning context as the third most effective component.
4.1.1.15 The least effective aspects of the program according the survey results
Table 17 The perception of teachers for the least effective components/aspects of the
program
Least effective components/aspects f
Length of the program 7
Irrelevant topics to teaching. 7
Unnededly recurring topics throughout the program 5
Poor grouping 5
Too much information, not practical 5
Unconstructive criticism of teachers 4
Promoting productions 4
Lack or poor orientation 4
Insufficient time allocation for needed sessions 3
Lack of Teaching Practice 3
Lack of collaboration, peer support (monitoring, feedback) 3
Lack of motivation, unwillingness of participants 3
52
Table 17 The perception of teachers for the least effective components/aspects of the
program (continued)
Least effective components/aspects f
Insufficient classroom management tips 2
Assessment techniques 2
Instructor-centred 1
Culturally inappropriate materials 1
Teachers identified some features of the program as least effective. Length of the program
was rated at the top meaning the most dissatisfying feature of the program according the
interview results. Some components are found as irrelevant to teachers. Irrelevancy of the
topics can be explained as a result of poor or lack of needs analysis. The recurring topics
were also criticised. Recurring topics could be useful as longs as they are presented with
new techniques in a creative manner. The dissatisfaction implies that the topics might have
been presented in the same way they were presented the first time. It could also imply that
the instructors do not make much effort to be creative to diversify their presentations.
Poor grouping was also mentioned as a source of dissatisfaction not only in surveys but
interviews as well. Teachers do not find it relevant when they have to sit in a session which
is not directly related to the level they are teaching at. They also want to be with their
colleagues with similar experience.
Teachers are pragmatics and they prefer ready-made materials which can immediately put
in use in their respective classrooms. That’s why we see that teachers express their
dissatisfaction with the imbalance between theory and practice. This preference of the
participants should be taken into consideration when improving/designing programs in the
future.
It seems that teachers are not happy with promotional presentations of books, especially
books that they are not likely to use in their schools. They evaluate the promotional book
presentations as a waste of time. It is quite natural for a book company or an instructor
who is affiliated with a book company to promote the product of the book company. That’s
53
why INSET program organizers should be careful about the selection of the instructors.
They could be either in-house or freelance instructors. In case of provision of instructors
by the book company, they could be informed not to base their presentations on a publisher
product but on the given topic by the organizers.
4.1.1.16 The overall effectiveness of the program according to the survey results
Teachers were asked to rate the overall effectiveness of the program on a scale from “one”
to “ten”.
Figure 5 the scale which represents teachers’ ratings on the effectiveness of the
program
Table 18 the overall spread of the teachers’ ratings of the effectiveness of the
program from 1 to 10
Ratings of the program
From least affective to most effective
f
Number of teachers
(44 teachers in total)
1 1
2 2
3 3
4 5
5 6
6 5
7 5
8 12
9 5
10 0
Average effectiveness of the program 6.13
Figure 5 gives the average effectiveness of the program as 6.13. There are different
features and components teachers took into consideration when they evaluated the
1
least effective
10
most effective
54
effectiveness of the INSET program. Survey questions focused mainly on the pedagogical
content knowledge and content knowledge that were delivered or covered in the program.
4.1.2 Quantitative Results for Question 2
4.1.2.1 Suggestions made by teachers for the improvement of the program
Teachers made suggestions on a wide range of spectrum for the improvement of
components or features. Teachers place great importance on the collaboration with
colleagues. Teachers also mention creative teaching techniques whenever possible. Native
speakers are also rated as a preferred feature of the programs. Material development is
also among the hot topics. Teachers recommend that in the designing stage of the program,
teachers’ needs are to be taken into consideration. In-house instructors are also preferred
as they are thought to be more familiar with the local context and more able to address the
training needs of the teachers.
Table 19 components/features that teachers suggest be improved
components/features suggested for improvement (44 participants) f
Collaborating with colleagues 10
Creative teaching techniques 10
Sessions with native speakers 8
Follow up activities 4
Material development 6
Addressing teachers' needs 3
In-house instructors 3
Length 3
Classroom management 2
Language development 2
Lesson planning 2
Motivation 2
Teacher involvement 2
Better grouping 1
Cultural aspects 1
Diversity in topics 1
Finding ways to increase the participants' interest and willingness 1
55
Table 19 components/features that teachers suggest be improved (continued)
components/features suggested for improvement (44 participants) f
Online materials 1
Overcoming shortcomings 1
Presentations/seminars 1
Reflective teaching 1
Teaching practice/model teaching 1
Using the course book creatively 1
4.1.2.2 The reasons why teachers recommend/not recommend the program to
others.
Table 20 the reasons for recommending the EFL INSET program
Reasons for recommending the program (35 participants out of 44) f
I learned new teaching techniques 14
Useful and effective 11
Participants, collaboration, learning from each other 8
You get exposed to different methodology of your choice. 7
You learn new classroom management tips 3
You get informed about the different professional development opportunities 3
The program motivates you to teach more professionally 2
Rich material support 2
It helps you revise your teaching skills. 2
You get familiar with learners and their needs 1
Provides teaching practice 1
You get familiar with lesson planning practices 1
You get inspired by colleagues 1
Thirty five participants out of forty four said that they would recommend other teachers
to take part in this training program. Table 20 shows the reasons why teachers suggest the
program to other teachers. The most frequently stated reason is that teachers are learning
new techniques. The other point which was also highlighted by teachers is collaboration
and learning from each other. Teachers place importance on experience exchange during
the program. It seems that the content of a program is also another reason for
recommending the program.
56
Table 21 reasons for not recommending the program to others
Reasons for not recommending the program to others
(9 participants out of 44) based on Survey Results f
The program is unnededly too long 3
Some instructors come and teach without much preparation 3
I learned nothing new worth of 2
Doesn’t address native speakers needs 2
Lacking orientation for native speakers 1
Ineffective communication 1
Support mechanism is very weak 1
Poor grouping 1
Book promotions 1
Uninterested participants 1
Nine out of forty four participants mentioned that they would not recommend the training
program for other teachers. Three out of nine participants commented on the length of the
program negatively saying that they found it too long. Incompetent instructors are also
mentioned as a reason for not recommending the program to others. As for native speakers
they perceived the program as insufficient in relation to its inability to address native
speakers’ needs. Furthermore, they commented that the program lacks orientation
component for native speakers.
4.1.3 Quantitative Results for Research Question 3
In Table 22 and Table 23 teachers made some suggestions for components and features
to be included in their ideal EFL INSET program. They emphasized that components like
creative teaching techniques, material development, lesson planning, using effective
teaching techniques, collaboration among colleagues, reflective teaching should be
included in the design of any future programs.
When we look at the list below which was suggested by the teachers, we realize that
teachers are aware of their needs at high levels. Another point which should be mentioned
is that teachers’ preferences are mainly focused on the components or features that have
direct impact on their teaching in the classroom. Reflective teaching is gaining popularity
among teachers. Indeed, when it is done in a non-threatening way, it has lots of potential
benefits for teachers’ professional development.
57
Table 22 components recommended by teachers
The components recommended by teachers to be incorporated into their
ideal EFL INSET program
f
(44)
Creative teaching techniques 34
Material development & sharing 15
Lesson planning 14
Using effective teaching techniques 13
Collaboration/peer support 11
Reflective teaching 11
Teaching and learning context 9
Classroom management 8
Using the course book creatively 8
How to motivate students 6
Assessment, testing, evaluation 4
Curriculum development 4
Language development 4
Time management in your teaching 4
Teaching practice/model teaching 2
Orientation 2
Online materials 2
Cultural aspects 2
Leadership in EFL teaching 1
Using the course book creatively is also among the preferred topics. Non-native speakers
generally rely more on course books than native speakers. The reason for that might be to
make up their linguistic deficiencies through the course books. In the course books the
language is provided in a graded way by considering the developmental needs of the
students.
Table 23 program features recommended by teachers for their ideal in-service
programs
Features recommended by teachers to be taken into consideration f (44)
Length 25
Group size 25
Instructors 20
Location 17
58
Table 23 program features recommended by teachers for their ideal in-service
programs (continued)
Features recommended by teachers to be taken into consideration f (44)
Participants 10
Well planned 6
Better grouping 5
Time 4
Teacher involvement 1
Facilities 1
Intensity of the program 1
Organization 1
Concurrent session 1
Being compulsory 1
Needs analysis 1
Teachers’ suggestions show that they not only consider content related components as
important but also they focus on the non-content features. Length of the program again
takes the first place. 25 participants comment on it. Teachers who took part in the program
do not prefer long-lasting programs especially ones which fall on the weekends or summer
holidays. Some teachers make negative comments on the numbers of the sessions held
during the training day. Group size also rated as high, teachers want to be grouped with
teachers who have similar experience or teach in similar settings.
Teachers also consider instructors as significant. The quality instructors can make the
training worthwhile. The participants are also considered as an important factor. This
feature is somewhat related to the grouping practices.
59
4.2 Qualitative results
4.2.1 Qualitative results for research question 1
4.2.1.1 The expectations of teachers before they start the EFL INSET program
based on the interview results
Participants (10 participants) were asked in the interview about their expectations of the
EFL INSET program. The expectations varied on a wide range of topics.
Table 24 shows the range of topics as well as their frequencies. We can see that teachers’
expectations not only focused on content knowledge but also pedagogical content
knowledge. When closely examined, teachers are more concerned with their immediate
practical needs that can be immediately implemented in the classrooms. The variety of
topics also shows that teachers are knowledgeable about the components of common EFL
INSET programs. The researcher thinks that the knowledge about different components
has an effect on the likely high expectations of the teachers on the effectiveness of the
program.
Table 24 Expectations of teachers from the EFL INSET program
Expectations of teachers from the EFL INSET program f
Creative and effective teaching techniques 7
Practical activities for classroom use 4
Opportunity for collaboration/peer support 5
Teacher development 2
Teaching Practice/micro-teaching 2
Input Sessions on various topics 2
Reflective teaching (observing, giving/receiving feedback) 2
Material development 2
Language development with native speakers 2
Getting ready for the academic year 1
Getting familiar with the course book to be used 1
Overcoming shortcomings 1
Professional presentations/seminars addressing teachers needs 1
Effective and practical classroom management techniques 1
Sessions on how to motivate students 1
Getting familiar with teaching and learning context 1
60
To illustrate, Participant 3 said:
“First of all, we take part in the EFL INSET programs to share. We are
there to exchange ideas and experiences. When we come together we learn
new things from more experienced teachers.” (Participant 3, male, July 14,
2014)
Another participant (Participant7) said:
“I am expecting that program will address any shortcomings. I believe that
input sessions are significant. For example; how can you teach ‘present
perfect tense’, adapting your teaching to students’ needs. I am sure, more
or less everybody is knowledgeable about common topics, but still it would
be nice to hear or learn key points”. (Participant 7, male, July 15, 2014)
Two out of ten teachers said they didn’t have much expectation from the program.
Participants have different reasons for low expectation.
Participant 6 said:
“I don’t have any specific expectations. It’s just a nice warm up for the
coming academic year. I don’t have much contact with English, you know,
no reading, no listening during the summertime. So I am kind of alienated
from English. INSET programs put me back in the groove. It helps me to
remember the basics and warms me up to teaching English again”.
(Participant 6, July 15, 2014)
Participant 10 (a novice teacher both at school and in his career) highlighted a different
issue:
“I didn’t have any expectations as I didn’t have much information about the
EFL INSET program. So it was a bit unexpected for me”. (Participant 10,
male, June 16, 2014)
As can be seen above, teachers take part in the EFL INSET program with different
expectations. Their expectations vary from school to school or depending on their
61
experience on the job. It seems that the most emphasized expectations are concentrated
on creative/practical teaching experience and collaboration among participants.
4.2.1.2 The perception of teachers on whether the program is based on their needs
Although we should be careful to generalize the perceptions of teachers on whether the
program is based on their needs just looking at the interview results, we can certainly see
that certain teachers are not of the view that the program answers their needs appropriately.
Seven out of ten interviewed teachers believe that their needs were met to some extent.
They mentioned the topics and features which appear in table 25.
Table 25 The components / features thought to be based on the needs of the
participants
Organizational and executional dimensions of the EFL INSET program in addition to its
content are also considered as needs to be included in the planning of the program. Three
teachers who do not believe the program meets their needs give different reasons such as:
the choice of the topics were not relevant, it was not effective, the program was top-down,
it was very long and teachers are not involved in the designing of the program.
4.2.1.3 Overall design of the program
When teachers were asked about their rating of the overall design of the program, they
mentioned the topics/components which can be seen in Table 26 as topics and/or
components they were content/discontent with or found relevant/irrelevant in the EFL in-
service program designed.
The components/features which are thought to be based on the needs of
the participants f
Creative teaching techniques 4
Participant-centeredness 4
Materials 3
Collaboration/peer support 3
Motivation 2
Language development 2
Technology 1
Micro teaching 1
62
Table 26 perception of teachers for the overall design of the program based on
interview results
f
Positively rated
features
by….teacher(s)
f
Negatively rated
features
by……teacher(s)
Choice and diversity of components 7
Practicality 5
Effectiveness 5
Creative and effective teaching techniques 5
In-house/outsourced instructors 4
Collaboration with colleagues 4
Addressing teachers' needs 2
Presentations/seminars 1
Technology 1
Reflective teaching 1
Length 3
Overcoming shortcomings 2
Time 2
Grouping practices 2
Transferring sessions into your own
context
1
Teachers emphasize the choice and diversity of components very frequently. It seems that
this is one of the feature that teachers really want to see to be incorporated into the EFL
INSET program. Practicality of the program is also positively rated features of the
program. Based on the interview results teachers criticize grouping of teachers very often.
They also say that they find it difficult to transfer the content of the program to their own
settings and teaching situations. Furthermore, they stress that the INSET program falls
short of overcoming their shortcomings.
4.2.1.4 The evaluation of the programme in terms of different components
Teachers who were interviewed were asked to evaluate different components such as:
balance between theory and practice, collaboration and sharing (material and experience)
among participants, content coverage, method and delivery, materials, relevance,
63
instructors, organization of the EFL INSET program and compulsoriness of it. The
evaluation of the EFL INSET program was analysed under the main research question:
What are the perceptions of EFL teachers working in Private Schools about the most/least
useful/effective components and characteristics of the EFL INSET program?
Table 27 positively evaluated components of EFL INSET program (10 participants)
Components that were positively evaluated f
Diversity and range of topics 8
Method of delivery 8
Usefulness of the components 8
Organization of the program 8
Compulsoriness of the program 8
Collaboration 7
Instructors 7
Balance between theory and practice 5
Materials 5
The frequency of items show that majority of teachers evaluate the content coverage
positively. That perception is shared alongside with method of delivery, usefulness of the
components, organization of the program (location, length, physical facilities etc.).
Majority of teachers are of the view that the program’s being compulsory is not perceived
negatively.
To illustrate, participant 2 says:
“Well, maybe rather than naming it compulsory, we should see it in a
different way. Training is a vital part of a learning organization. Even if
nothing might happen in the trainings, which is not the case, it surely gives
a signal to the participants that there is a training event ahead and some
kind of experience exchange will take place, and I believe this is important”.
(Participant 2, male, June 14, 2013)
64
Material component is not perceived very positively because of poor grouping of the
teachers. Teachers think that if the groups had been set better, it would have led to more
effective material development and sharing.
4.2.1.5 The perceived impact of the program on teachers’ acquiring new
knowledge or skills, instructional practice, organization, students
Teachers were asked to evaluate the impact of the program on their acquiring knowledge
and/or skills, themselves, their students and organizations. All teachers agreed that the
program impacted on their organizations. This agreement may be due to the fact that the
training teachers take has either direct or indirect impact on the institution where teachers
work. The agreement that the program had impact on teachers acquiring new knowledge
or skills as well as the impact on their students are also high. Teachers, on the other hand,
showed average level of agreement on the impact of training on their instructional
practice.
Table 28 The impact of program on teachers’ organization, acquiring new
knowledge, students and instructional practice
The impact of the program on f
Your organization 10
Your acquiring new knowledge or skills 9
Your students 9
Your instructional practice 5
4.2.2 Qualitative results for research question 2
Participants were asked whether they have any suggestions to improve the program.
Teachers made suggestions on a wide range of components/features for improvement,
maintenance, change or removal. Table 29 shows the range of topics.
Table 29 Suggestions for improvement of the in-service training program
Suggestions made for the improvement of the program f
practical teaching methods 10
sessions with native speakers 5
65
Table 29 Suggestions for improvement of the in-service training program
(continued)
Suggestions made for the improvement of the program f
it should be shorter 5
better grouping 5
classroom management 4
Teaching Practice 4
collaborating with colleagues 3
orientation program 3
material sharing 2
lesson planning 2
diversity in topics 1
motivation 1
more feedback sessions 1
better planning 1
Interview results show that practical teaching techniques are highly regarded. Participants
think that the component of how to teach skills should be incorporated into the program.
Participant 3 emphasizes that:
I believe that the program should include sessions in which new ways of
teaching vocabulary, grammar and language skills are revised or learnt.
Both experienced and novice teachers should be given responsibility. As
novice teachers are newly graduated, they can share new techniques that
they learnt at universities with their colleagues. On the other hand,
experienced teachers are more familiar with students and the context, they
can tell which techniques could be more useful and effective”. (Participant
3, male, July 14, 2013)
Five teachers suggested that foreign instructors were helpful. Participant 7 expresses his
satisfaction of native speakers:
“I found this sessions useful. I am happy with the instructors to be native
speakers….”. (Participant 7, male, July 15, 2014)
66
Two of ten teachers suggested that the program should be improved in terms of materials
presented in the program. Participants 8 said that:
“There was an abundance of materials. Especially outsourced instructors
provided us with a lot of materials. But these materials were not relevant to
my teaching context. They (meaning foreign teachers) have a different way
of teaching. The materials they present are not very useful”. (Participant 8,
July 16, 2014)
Relevance of the materials should be taken into consideration. The relevance of the
materials could be improved by taking the needs of the teachers into consideration and
communicating these needs to the instructors prior to their presentations.
Teachers place great importance on the opportunities to collaborate with their colleagues.
Participant 2 stresses that:
“As long as teachers share and work in collaboration, the programs are
perceived as effective. But if there is little or no collaboration among
participants, participants feel that they don’t get much out of the program.
They can really share anything, for example they can share an activity that
they implemented in the classroom and worked well. Other teachers say
wow! I never thought it this way. You know something like eye-opener.
Something which can give you a new perspective. They can also share
materials whether it is online or not”. (Participant 2, male, July 14, 2014)
Classroom management and lesson planning were also suggested as components to be
incorporated into the program.
Participant 1 says:
“I think the lesson planning must definitely be incorporated in the program,
the professional development too. Also, I believe in the significance of
material development. You can use a material in many different ways.
Others can give you new ideas for using the materials. For example
classroom management becomes redundant after some years. Of course
67
new classroom management tips come up. May be some components should
be repeated every year while some others may be incorporated into the
program less frequently like every three or four years”. (Participant 1,
male, July 14, 2014)
Especially novice teachers demand that model teaching should be embedded in the
program. Participant 10 highlights the impact of observing a model lesson on his teaching:
“I became aware of my shortcomings in teaching when I observed the
experienced teachers doing model-teaching. They don’t spend too much
time on a certain topic. They exemplify it, provide visuals (flash cards or
video clips) to facilitate comprehension. They try to involve the students. As
for me, these are valuable observations”. (Participant 10, male, July 16,
2014)
Participant 10 is a good example of novice teachers. Novice teachers prefer to observe
experienced teachers as they perceive that they benefit to watch them while teaching.
Teachers suggest that features like relevance, choice of topics, time, length and
components like effective teaching methodology, creative teaching techniques etc. should
also be taken into consideration.
When we examine teachers’ suggestions, we see that teachers focus more on non-content
related features like instructors, length, relevance than content related components such
as classroom management, creative teaching techniques, motivation etc.
Participant 7 is a good illustration of teachers who focuses more on non-content related
feature than content related components.
“EFL INSET programs should be on-going on regular basis, I find native
instructors to be effective. Better grouping should be considered by
grouping teachers either from the same school or teachers teaching the
same level or books together. Better grouping will help us develop teacher-
made and more relevant materials. This way, we will leave the program
with takeaway materials”. (Participant 7, male, July 15, 2014)
68
4.2.3 Qualitative results for research question 3
Interview results also show a wide range of topics. Creative teaching techniques
components are also emphasized in the interview results. Here, teachers commented on
the difficulty of transferring the content of sessions into their own teaching. Teachers
placed importance on the collaboration among colleagues.
Table 30 features/components recommended for an ideal EFL INSET program
The components and features recommended by teachers f
Creative teaching techniques 11
Transferring sessions into your own context 3
Collaboration/peer support 2
Getting familiar with the course book 1
Discussing the problems 1
Sharing ideas 1
Technology 1
Language development 1
Material development 1
Teaching practice/model teaching 1
Teacher development 1
Classroom management 1
Motivation 1
Material sharing 1
Teaching and learning context 1
Reflective teaching 1
Using the course book creatively 1
Time management in your teaching 1
Addressing teachers' needs 3
Teacher involvement 2
Choice of topics 2
Rich content 2
Better grouping 2
Outside/outsourced instructors 2
Special interest groups 1
In-house instructors 1
Relevance 1
69
CHAPTER 5
CONCLUSION AND DISCUSSION
5.1 Introduction
The purpose of the study was to find out the perceptions of teachers on the effectiveness
of components of an EFL in-service training program. The present study was conducted
with 44 teachers who took part in an EFL INSET program. The data were collected
through a questionnaire and interviews.
The demographic survey, interview and survey results all provide insight for those who
provide EFL INSET program to EFL teachers.
Gay,Mills, and Airasian (2009) note that “all researchers face the prospect of not being
able to report all the data they have collected. They further point out that rarely is every
piece of data used in the report of a study” (Gay, Mills, & Airasian, 2009).
In the discussion section the most relevant data which have the potential to shed light on
the research questions have been presented and interpreted.
The research questions of the study were as below;
1. What are the perceptions of EFL teachers working in Private Schools about the
most/least useful/effective components and characteristics of the EFL INSET
program?
2. What are the teachers' suggestions for improvement, maintenance, change or
removal of the EFL INSET program components? Why?
3. What are the perceptions of EFL teachers about the characteristics of an ideal
INSET program?
Conclusions will be discussed based on the findings of the study and related literature in
the light of each research questions above.
70
5.2 Quantitative research question 1
5.2.1 The perception of the participants on the effectiveness/usefulness of the
program components (survey results)
Table 31 Average percentages of all components
COMPONENTS C
om
bin
ed
resu
lts
of
Str
on
gly
Agre
e&
Agre
e (%
)
Com
bin
ed
resu
lts
of
Dis
agre
e&S
t
ron
gly
Dis
agre
e (%
)
N/A
(%
)
Classroom Activities 86,35 % 10,25 % 3,4 %
Teaching Vocabulary 85,22 % 8,7 % 6,03 %
Materials 74,25 % 21,2 % 4,55 %
Learners and Teachers, Teaching
and Learning Context 70,46% 24% 5,56%
Classroom Management 70,19 % 23,4 % 6,42 %
Teaching Grammar 65,54 % 22,35 % 12,1 %
Speaking 62,33 % 30,85 % 6,8 %
Lesson Planning 61,38 % 26,5 % 12,1 %
Reading 60,83 % 25,55 % 13,6 %
Listening 55,13 % 28,98 % 15,9 %
Assessment 52,95 % 33,6 % 13,4 %
Professional Development 50,72 % 34,93 % 14,4 %
Writing 49,99 % 26,89 % 23,1 %
Averages 65,03% 24,40% 10,57%
The perceptions of the teachers on the effectiveness of the components range from 86.35%
with classroom activities to 49.9 % with writing. The figures show that there is a huge gap
between the components which were found most/least useful/effective. When looked at
the average percentages, we can see that those who agreed the effectiveness of the
components reached at 65.83 %, on the other hand, 25.55 % disagreed that the components
were of any use in their current teaching positions. Surprisingly, 10.57 % rated the
components as not applicable in their current teaching positions.
The perception of teachers on the usefulness of materials seems to show some significant
difference contradicting to some degree with the interview results. In the interview only 5
71
out of 10 teachers, which makes 50% of the interviewees, evaluated the materials
positively. The rate with the survey results seems to be higher with 74.25 % than the
interview results.
Both interview and survey results show moderate degree of perception on the
effectiveness of the program. Effectiveness of some components were perceived more
positively than others. In the interview, 8 out of 10 teachers evaluated the usefulness of
the program positively whereas the average perceived usefulness of the program based on
the survey results stayed at 65.03 %.
Another point which is worthy of note is perceived effectiveness of skills. The perceptions
of usefulness of skills are somewhat low with writing 49.99 %, listening 55.13%, reading
60.83%, speaking 62.33 %. Interestingly, 65.54% of participants perceived grammar
component useful and 85.22% of the participants perceived vocabulary component useful
in their current teaching positions. If we make a caution comment on the difference
between perceived usefulness of skills, grammar and vocabulary, it could mean that
grammar and translation method might still be prevalent at some schools or with some
teachers and is preferred over skill-based teaching.
5.2.2 Most/least effective components based on the results of the open-ended
questions of the survey
The study revealed that participants (14 out of 44 teachers) found classroom activities as
the most useful component. They also rated (13 out of 44 teachers) using/adapting the
course book effectively as the second most useful component which was followed by
learners & teachers, teaching and learning context component (11 out of 44 teachers).
Teaching language and language skills were evaluated as the fourth most useful
component (9 out of 44 teachers). The results indicate that teachers find the components
that have direct impact and potential to improve their teaching skills in the classroom most
useful. Guskey’s (2003) research findings show that the most frequently cited
characteristics of an effective professional development are the enhancement of teachers’
72
content and pedagogical knowledge, helping teachers to understand more deeply the
content they teach and the ways students learn that.
There was no language development component in the program but the presence of native
speaker instructors and participants resulted in participants communicating in English
which seems to be perceived positively. Another strength of the program is its ability to
bring teachers from different backgrounds together. Teaching practice is also gaining
popularity especially with follow up peer feedbacks and self-reflections.
5.2.3 Least effective components (N: 44 teachers)
Length of the program is criticised by 7 teachers. Some topics were found irrelevant which
can be explained by poor grouping of teachers. Based on the interview results, we know
that by poor grouping teachers mean mismatch between experiences, levels taught and
books covered. The grouping practice should be reviewed in the future designing of the
program to overcome this criticism. Some participants were not pleased with the amount
of theory over practice, while some others complained about the lack of practice.
The list seems to be rather long. It seems that one-size-fits-all approach in the design of
the program cannot address the needs of all teachers. The unmet needs result in lack of
motivation and unwillingness of participants.
5.2.4 The overall effectiveness of the program
The average of the overall effectiveness of the program which teachers (44) were asked
to rate on a scale from one to ten was 6.13. This figure confirms that the effectiveness of
the program was perceived as moderate.
It can be inferred from the results of both survey and interview that participants were not
involved in the planning and execution levels of the program at required level. This
finding is in line with study carried out by Yavuz and Topkaya (2013). They found that
top-down and centralized program disregarding the opinions, experiences and practices of
the direct users of the program, such as teacher educators, teachers and teacher trainees
does not work. They noted that top-down and bottom up strategies should be integrated
and a range of stakeholders should be brought together.
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5.3 Quantitative research question 2
Collaboration takes the top priority in the suggestions of the teachers. It can be inferred
from the comments that through collegiality, teachers have a chance to learn something in
a non-threatening way. They can broaden their perspectives or gain a different point of
view. Indeed, Clement and Vandenberghe (1997) note that “teacher learn a lot from the
comments of colleagues. As they hear each other busy with their work, they got a lot of
inspiration” (p. 91)
Madiha (2011) identified some characteristics of collegiality in her study such as” (a)
demonstrating mutual support and trust among teachers; (b) observing one another engage
in the practice of teaching; (c) jointly planning and assessing teaching practices; (d)
sharing ideas and expertise; (e) teaching each other; (f) developing curriculum together;
and (g) sharing resources such as lesson plans, worksheets, and educational books” (p.
14). It is clear that collaboration with colleagues has great benefits and should be seriously
taken into consideration when improving or designing an INSET program.
The second point that teachers emphasize is the teaching techniques. Getting familiar with
new techniques can give teacher much freedom in their teaching they are looking for.
They can strengthen their own eclectic way of teaching skills and be more creative with
the materials. Moreover, with new methods they can use the course books more creatively
resulting in more student involvement. İskender (2012) notes that exposing teachers to
different techniques can promote creativity.
School based follow-up sessions are suggested by teachers. Participants made it clear that
transferring the content of sessions into their own teaching and classroom prove difficult.
Previous research highlights the importance of school-based follow up activities;
Sherman, Kutner, Webb, and Herman (1991) explain that teaching strategies must be
coached and practiced many times before skill transfer is likely to occur. Evidence from
a variety of sources indicates that single workshops and training sessions without
opportunities for follow-up are ineffective in bringing about changes in teacher and
volunteer instructor behaviour.
74
5.3.1 Why teachers not recommend/not suggest the program to others.
Based on the result of survey 35 out of 44 teaches said that they would recommend other
teachers to attend the program in the future. 9 out of 44 teachers said that they wouldn’t
recommend the program. Teachers expressed different reasons for recommending the
program to others. The main reason is that teachers believe that they learnt new teaching
techniques in the program. They were also pleased with the collaboration with their
colleagues. It helped them to learn from each other in a non-threatening way. The program
was also praised as teachers could get information about professional development
activities. They also talked about motivation. When they see their colleagues’ model-
teaching, some teachers get motivated and inspired.
On the other hand, some teachers complained about some instructors who were claimed
to have come to the sessions unprepared and with irrelevant materials. Some teachers said
that the program didn’t make any contribution to them, describing the program a complete
waste of time. Poor grouping practices were also criticized. They suggested that teachers
who teach the same level, with similar experiences and from the same settings should be
grouped together to enhance the possibility of benefitting from each other. The sessions
which hosted book companies and in which book promotions took place caused
displeasure among the teachers.
Native speakers expressed their dissatisfaction with the program for several reasons. They
explained that the support mechanism for the native speakers is weak and they find it
difficult to communicate their instructional needs in the program. They also complained
about poor grouping practices. They suggested that an orientation component should be
incorporated into the program. They would like to get familiar with educational system,
classroom setting, learners and their needs, the methods and tips which could work for
Turkish students. They also demanded some familiarization with local culture and learn
some basic survival Turkish language. Based on the views of the native speakers we can
conclude that the program proved very weak in addressing the needs of the native
speakers.
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5.4 Quantitative research question 3
Instructional design is a set of rules or procedures, you could say- for creating training
that does what it is supposed to do. Piskurich (2006) defines instructional design as
training that teaches your trainees learn new things that they didn’t know. The goal of
instructional design is to make learning more efficient and effective and to make learning
less difficult.
It means that the setting and program should be designed so that teachers can exchange
views, share ideas etc. While describing their ideal program, teachers didn’t detail the
instructional component very much. They mainly focused on the planning and executional
factors of the program. Based on this fact, we can infer that planning and execution of the
program play greater role in the perception of the teachers than the content offered through
the program. Nation notes that “in-service courses are a major way of bringing about
innovative curriculum change. Curriculum change involves teachers, and teachers need to
be informed and involved in the planning, development, implementation and evaluation
of change. In-service courses are an important means for doing this” (Nation & Macalister,
2010, p. 183). The result of this section along with suggestions made earlier to improve
the EFL INSET program in question can provide valuable information for program
improvement or design of other ELT INSET programs in the future.
5.5 Qualitative research question 1
5.5.1 The expectations of the participants prior to taking part in the program
To explore the effectiveness of the program and its features and components, teachers
were asked to state their expectations and perceived needs before they started the program.
Participants’ expectations for the program covered a wide spectrum of components from
“creative and effective teaching techniques”, to “sessions on how to motivate students”.
The range of the components that participants are expecting to be covered in the program
seems to be beyond the capacity of any program.
76
Eight out of 10 teachers interviewed stated their expectations for wide range of topics such
as: practical activities for classroom use, opportunity for collaboration, teaching practice,
input sessions on various topics, reflective teaching, material development, language
development with native speakers, getting familiar with the course book to be used,
overcoming shortcomings, classroom management etc. These expectations could be
considered to be incorporated into the future programs to address the expectations of the
teachers. On the other hand, two out of ten teachers interviewed came to the program with
no expectation. One participant was a senior, one teaching more than 25 years and the
other was a novice teacher. The low expectation of novice teacher as expressed by the
participant is the lack of information about the program. The program implementers
should take this into consideration to get the prospective participants informed about any
training they will offer.
5.5.2 The perceptions of teachers on whether the program is based on their needs.
Seven out of ten teachers believe that the program is to some extent based on their needs.
They rated some features like “creative teaching techniques, participant-centeredness,
materials, collaboration, motivation, language development positively. However, three
interviewed teacher out of ten said that the program is not based on the needs of the
participants and that they believe that their needs somehow had a little or small role in the
design of the programme. It shows that program designers of the program should carry
out a thorough need assessment and reach as many participants as possible. According to
Cekada (2011) “a training needs assessment is the first step in establishing an effective
training program. It is used as the foundation for determining learning objectives,
designing training programs and evaluating the training” (Cekada, 2011, p. 7).
5.5.3 Perceptions of teachers on the overall design of the program
Generally speaking, teachers had a positive perception on the overall design of the
program especially with regard to the components and/or features like; choice and
diversity of components, practicality, effectiveness, creative and effective teaching
techniques, in-house/outsourced instructors, collaboration with colleagues etc.
77
The overall design of the program was also criticized as the program was perceived not to
have answered some expectations and/or needs of the participant in the areas like;
overcoming the shortcoming of teachers, enabling teachers to transfer input they get from
training sessions into their teaching practice. They also expressed dissatisfaction with
length and grouping practices of the program. “The design of an English Language
Training (ELT) program should be based on the characteristics and needs of the potential
clients” (Melt Work Group, 1988, p. 1).
As Lisoski (1999) suggests teachers should be involved in the design of the program as it
has its own benefits. Involving teachers ensures that the program will be received well
once it is implemented (p. 9). According to the findings on the expectations, needs and
overall design of the program, we can conclude that the program lacked a satisfactory and
inclusive needs assessment phase carried out with teachers. Teachers were not informed
about the aims of the course in advance which resulted in the negative evaluation of the
program by some participants.
5.5.4 The evaluation of the program in terms of different components
Based on the interviews, it was found out that the course was perceived mainly positive
but also had some negative sides. In relation to content, teachers expressed satisfaction
over the diversity and range of the components. Majority of teachers were pleased with
the method of delivery of the program.
The components of the program were found relevant to their teaching. This point is
interesting as some teachers had criticised the program for lacking a well-planned and
carried-out needs assessment feature. Despite the fact that the program was found weak
in its planning stage, the content was still found relevant to their teaching by participants.
Just to remind, the needs assessment was carried out in the planning stage through the
head of English Departments. It shows that head of English departments are aware of the
needs of participants and their awareness resulted in the participants rating the relevance
positively. The organization of the program was also found successful. Participants were
pleased with the available equipment in the classes, food and transport as well as location
where the program was delivered. The organizational feature of the program is one of the
strengths of the program.
78
Compulsoriness of the program was not considered as problematic. Majority of teachers
didn’t complain about the program’s compulsoriness as they evaluated it as an
indispensable job-embedded requirement for teacher development. The teachers were also
pleased to be given chances to collaborate with peers. Teachers evaluated collaboration
positively as they find a chance to reflect and think critically as well as exchange and share
with their colleagues.
Foreign instructors were mainly pleased. They were regarded as experts and their
presentations were found useful. They were preferred over non-native Turkish instructors
as they delivered the content only in English thus creating an English-rich environment. 3
out of 10 teachers interviewed were not pleased with English native speaker instructors as
they thought the presentations of the instructors were not relevant to the setting of the
teachers. These results are partially confirmed by Uysal (2012) who also found that
teachers were pleased with the collaboration with their colleagues, On the other hand,
teachers complained that they were not adequately informed about the aims of the
program, teachers also found the materials and resources insufficient and complained that
no new materials were developed in the program.
Er, Ülgü, and Sarı (2012) also confirmed that “the effectiveness of teacher training
programs is directly proportional to the degree of the competence of the trainers who are
delivering them. They further noted that fulfilling the needs of all teachers teaching at all
levels is not reasonable” (p. 48). Coskun and Daloglu (2010) made a suggestion based on
their study that “a teacher education program should reflect a harmony of both knowledge
and application. (p. 36). This suggestion is in line with the teachers expectations that
program should be balanced in terms of the theoretical knowledge and practical activities.
5.5.5 The perceived impact of the program
All teachers interviewed agreed that the program had an impact on their organization. 9
out of ten participants also believed that the program had a positive impact on their
acquiring new knowledge and skills and their students. Only 5 out of ten interviewed
teachers said that the program impacted on their instructional practice in the classrooms.
Participants expressed that they found it difficult to transfer the content delivered in the
sessions into their classrooms. The reason could be because the program lacked a follow-
79
up structure to ensure that participants apply the training on the job. Once the training is
over, they have very little or no contact with the instructors. As a result, they have limited
means to talk about specific behavioural changes, ways to apply the training, and different
approaches to try as a result of the training. This comment is in line with Zepeda’s (2012)
finding that professional development that honours the adult learner has to follow up to
ensure transfer of new knowledge into the land of practice (Zepeda, 2012, p. 49). On the
other hand, teachers considered other factors such as organizational factors, instructors,
grouping practices etc. it shows that to evaluate a program all factors, features components
are to be considered in order to reach a sound decision at the end.
5.6 Qualitative research question 2
5.6.1 Suggestions made by teachers
Teachers place importance in improving their teaching methods. They also prefer sessions
with native speakers over Turkish instructors. Main reason for this seems to be they see it
as an opportunity for language development. Some teachers also think that foreign
teachers are better prepared and offer richer and more comprehensive materials. On the
other hand, some teachers prefer in-house instructors as they think that in-house
instructors are more knowledgeable about the teaching context and their trainings are more
relevant to teachers’ immediate needs.
5.7 Qualitative research question 3
The results of the interview show that teachers describe their ideal INSET program in line
with the suggestions they made for the improvement of the present program they
evaluated. Creative teaching techniques seem to be preferred. It seems that the
components which teachers think they can put in immediate use in their classrooms are
preferred more than other components. Teachers also comment on the transfer of sessions
into their own teaching. It is obvious that when this transfer fails, teachers consider the
content delivered in the training as irrelevant. When there is a follow-up training
component embedded into the program, teachers find it more possible to transfer the
training into their own teaching.
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5.8 Quantitative and qualitative corroboration
Table 32 shows the average perceptions of usefulness percentages of all components. This
table helps us to see which components are perceived most useful. The components are
ranked from the highest to the lowest agreement percentages.
Table 32 Average percentages of all components
COMPONENTS Com
bin
ed
resu
lts
of
Str
on
gly
Agre
e&
Agree
(%)
Com
bin
ed
resu
lts
of
Dis
agre
e&S
tro
ngly
Dis
agre
e
(%)
N/A
(%
)
Classroom Activities 86,35 10,25 3,4
Teaching Vocabulary 85,22 8,7 6,03
Materials 74,25 21,2 4,55
Learners and Teachers, Teaching
and Learning Context 70,46 24 5,56
Classroom Management 70,19 23,4 6,42
Teaching Grammar 65,54 22,35 12,1
Speaking 62,33 30,85 6,8
Lesson Planning 61,38 26,5 12,1
Reading 60,83 25,55 13,6
Listening 55,13 28,98 15,9
Assessment 52,95 33,6 13,4
Professional Development 50,72 34,93 14,4
Writing 49,99 26,89 23,1
Averages 65,03 24,40 10,57
We can see that the component “classroom activities” is perceived as the most
useful/effective component. The other components that are rated highly are “teaching
vocabulary”, “materials”, “learners and teachers, teaching and learning context”. The
components that are related to skill- teaching get the lowest score in terms of their
usefulness.
81
Table 33 The correspondence of teachers’ suggestions between survey and interview
findings
SUGGESTED TOPICS IN THE
INTERVIEWS (44 participants) f
SUGGESTED TOPICS IN THE
SURVEY (10 participants) f
Collaborating with colleagues 10 Collaborating with colleagues 3
Creative teaching techniques 10 Practical teaching methods 10
Sessions with native speakers 8 Sessions with native speakers 5
Follow up activities 4
Material development 6 Material sharing 2
Addressing teachers' needs 3
In-house instructors 3
Length 3 It should be shorter 5
Classroom management 2 Classroom management 4
Language development 2
Lesson planning 2 Lesson planning 2
Motivation 2
Teacher involvement 2 2
Better grouping 1 Better grouping 5
Cultural aspects 1
Diversity in topics 1 Diversity in topics 1
Finding ways to increase the
Participants' interest and willingness 1 Motivation 1
Online materials 1
Overcoming shortcomings 1
Presentations/seminars 1
Reflective teaching 1 More feedback sessions 1
Relevance 1
Teaching practice/model teaching 1 Teaching Practice 4
Using the course book creatively 1 Adapting course book
Orientation program 3
Better planning 1
The results of the interview and the survey are provided in tables side by side to show the
correspondence between two different findings. As can be seen from Table 33, the
suggestions made through interviews and survey overlap to a high degree. While
collaboration with colleagues takes the first place in the interview results, it is practical
teaching methods with survey results. Teachers emphasize collegiality highly.
5.9 Implications of the Study
82
This study revealed the perceptions of the EFL teachers on the effectiveness of the
components/aspects of an EFL INSET program. Teachers identified the strengths and
weaknesses of the program and made suggestions for the improvement of the program.
The suggestions will help the EFL INSET program organizers to review the program in
question in the light of perceptions and suggestions of the teachers.
Professional development needs differ from teacher to teacher. There are different factors
to be taken into consideration such as; experience, needs, age, level taught etc. So when
you suggest/offer an ELT INSET program, it is not possible to provide a program that is
universal in design. Some teachers noted that their needs were not explored adequately
prior to the design of the program. It could be a significant factor causing negative feelings
on the effectiveness of the program. Future designers or implementers of the program
should carry out a thorough needs assessment in order to meet the needs of the teachers at
a maximum level as well as to inflict the sense of ownership in the minds of the
participants.
5.10 Suggestions for further studies
This study didn’t attempt to examine the correlations between different aspects or
components such as perceptions of the teachers on the basis of experience, levels taught,
nationality, previous INSET experience etc.
This study was carried out with the participation of limited numbers of schools. The
number of the schools involved in the study could be increased and diversified.
Random sampling method could be used to increase the generalizability of the study. The
data could be taken not only from teachers but from administration and teacher trainers as
well. To see the impact of the training on students, an observation scheme could be
designed in the future to enrich the types of data collected. Moreover, to increase the
validity and reliability of research tools, the number of piloted teachers could be increased.
83
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90
APPENDICES
APPENDIX A: SURVEY
EFL TEACHERS’ PERCEPTIONS ON THE EFFECTIVENESS
OF IN-SERVICE TRAINING PROGRAMS
INFORMED CONSENT FORM
Dear participants,
The purpose of this research survey is to find out your perceptions about the effectiveness
of In-Service training programs as well as to make suggestions for an effective EFL in-
service training program based on teachers’ feedback.
In this study, you will be asked to fill out a short survey (20-25 minutes). If there is a need,
you may be invited to take part in a 10-15 minute interview about your perceptions for me
to further understand your views. The interview will help me validate my initial data
analysis on the survey data.
No risks and no direct benefits are anticipated as a result of your participation in this study.
Your participation is purely voluntary. There is no penalty for not participating and you
have the right to withdraw from the study at any time without consequence.
At all times, your name and surname will be kept confidential. Your information will be
assigned a code number and the list connecting your name to this number will be
accessible to only me as the investigator. This list will be destroyed when the study is
complete and the data has been analyzed. Your name will not be used in any report.
Whom to contact if you have questions about the study:
Investigator: M.A Student Abdullah Yurttaş, [email protected]
Agreement:
I have read the procedure described above and I voluntarily agree to participate in the
procedure.
Participant:NameSurname:
________________________________________________________________________
Preferred Email address:
_______________________________________________________________________
____
Cell Phone:
_______________________________________________________________________
____
Signature: ____________________ Date: _______________
91
SURVEY TO INVESTIGATE EFL TEACHERS’ PERCEPTIONS OF THE
EFFECTIVENESS OF IN-SERVICE TRAINING PROGRAMS
PART I: DEMOGRAPHIC DATA
BACKGROUND
1. Gender:
a) Male b) female
2.Are you a native speaker of English?
a) Yes b)No
3.What is your first language?
a) Turkish b) English c) others (please specify) ……………………
4.What is the length of your overseas experience?
a) 0 years b)1-2 years c)3-5 years d) more than 5 years
5.What type of school do you work for?
a) Public school b) private school c) private language school
b) d) University e) other…………..
6.Have you attended any of the following ELT in-service programs? (Circle the ones you
have attended)
a) NONE b) DELTA c) CELTA d) TESOL e) TEFL
7.When was the last time you attended an EFL in-service training program?
a) Less than a year b) 1-2 years c) 3-5 years d) more than 5 years
8.How many ELT in-service training programs have you attended this year?
a) None b) once c) twice d) three times e) more than three times
9.The training programs you have attended so far are.....
1 2 3 4 5
Mostly voluntary Mostly compulsory
10.How long have you been teaching English?
0-3 years b) 3-5 years c) 5-10 years d) 10-15 years e) more than 15 years
11.Circle the age groups you have taught? (more than one option possible)
0-3 b) 3-6 c) 7-10 d) 11-14 e) 15-18 d) older than 18
92
PART II:
Reflect back on one of your EFL in-service training programs, read the statements below
with regards to that program and circle the number that corresponds with your opinion.
1. Title of the EFL in-service program you would like to evaluate: …………………….
2. When did you participate this program: …………………..
3. What was the length of the program in hours? (1hr, 2hrs, 10hrs, 60hrs, 120hrs etc.)
…………………hour(s)
4. Was the program….? a) compulsory b)voluntary
A COMPONENT 1: Learners and Teachers, Teaching and Learning Context.
I found the following aspects of the Component 1 as incorporated
into the program useful in my current position as an English
Instructor.
Str
ong
ly
agre
e
Ag
ree
Dis
agre
e
Str
ong
ly
Dis
agre
e
N/A
1. Adapting your teaching to different learning needs 4 3 2 1 0
2. Teaching a class by taking the interests of the learner groups into
consideration 4 3 2 1
0
3. Adapting your teaching to different learning styles (Visual,
auditory, etc.) 4 3 2 1
0
4. Acknowledging, when necessary, learners’ backgrounds 4 3 2 1 0
5. Acknowledging learners’ previous learning experience 4 3 2 1 0
6. Ideas for encouraging learner independence in the class 4 3 2 1 0
7. Dealing with mixed level classes 4 3 2 1 0
8. Practical classroom issues for teachers working in a
monolingual context. 4 3 2 1
0
9. The link between culture and language 4 3 2 1 0
B COMPONENT 2: TEACHING GRAMMAR
I found the following aspects of the Component 2 as incorporated into
the program useful in my current position as an English Instructor.
Str
ongly
agre
e A
gre
e
Dis
agre
e
Str
ongly
Dis
agre
e N
/A
10. Ways of presenting grammar 4 3 2 1 0
11. Ways of practicing grammar 4 3 2 1 0
12. Teaching grammar creatively 4 3 2 1 0
13. Providing clear contexts for teaching grammar 4 3 2 1 0
14. Providing communicative focus for teaching grammar 4 3 2 1 0
15. Providing appropriate practice for grammar items 4 3 2 1 0
93
C COMPONENT 3: TEACHING VOCABULARY
I found the following aspects of the Component 3 as incorporated into
the program useful in my current position as an English Instructor. Str
on
gly
agre
e A
gre
e
Dis
ag
ree
Str
on
gly
Dis
ag
ree
N/A
16. Ways of presenting vocabulary 4 3 2 1 0
17. Ways of practicing vocabulary 4 3 2 1 0
18. Teaching vocabulary creatively 4 3 2 1 0
19. Providing clear contexts for teaching vocabulary
4 3 2 1 0
20. Providing communicative focus for teaching vocabulary 4 3 2 1 0
21. Providing appropriate practice for new vocabulary 4 3 2 1 0
D COMPONENT 4: READING
I found the following aspects of the Component 4 as incorporated into
the program useful in my current position as an English Instructor. Str
on
gly
agre
e A
gre
e Dis
a
gre
e S
tro
n
gly
Dis
a
gre
e
N/A
22. Different purposes of reading. (Entertainment, getting
information, etc.) 4 3 2 1
0
23. Identifying some of the difficulties learners may face when trying
to understand texts 4 3 2 1
0
24. Ways of making reading texts more intelligible to learners 4 3 2 1 0
25. Variety of instructional strategies to promote learners’
understanding of reading 4 3 2 1
0
E COMPONENT 5: LISTENING
I found the following aspects of the Component 5 as incorporated into
the program useful in my current position as an English Instructor. Str
on
gly
agre
e A
gre
e Dis
a
gre
e S
tron
gly
Dis
a
gre
e
N/A
26. Different purposes of listening 4 3 2 1 0
27. Identifying some of the difficulties learners may face when
trying to understand the listening texts 4 3 2 1
0
28. Ways of making listening texts easier for learners to understand 4 3 2 1 0
29. Variety of instructional strategies to promote learners’
understanding of listening 4 3 2 1
0
F COMPONENT 6: SPEAKING
I found the following aspects of the Component 6 as incorporated into
the program useful in my current position as an English Instructor. Str
on
gly
agre
e A
gre
e Dis
a
gre
e S
tron
gly
Dis
a
gre
e
N/A
30. Key features of spoken English 4 3 2 1 0
31. Some ways in which spoken English differs from written English 4 3 2 1 0
32. A wide range of spoken language functions 4 3 2 1 0
33. The role of paralinguistic features (e.g. gesture, gaze) in
communication 4 3 2 1
0
34. Providing appropriate models of oral language in the classroom 4 3 2 1 0
35. Identify errors in learners' oral language in the classroom 4 3 2 1 0
36. Correcting learners' oral language errors sensitively in the
classroom 4 3 2 1
0
94
G COMPONENT 7: WRITING
I found the following aspects of the Component 7 as incorporated
into the program useful in my current position as an English
Instructor. Str
ong
ly
agre
e A
gre
e
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
37. Basic concepts and terminology used for describing writing
skills 4 3 2 1
0
38. Identifying some features of written texts. (Planned, formal,
delayed etc.) 4 3 2 1
0
39. The stages of process writing (e.g. Planning, drafting, revising,
editing) 4 3 2 1
0
40. Providing appropriate models of written language 4 3 2 1 0
41. Identifying errors in learners' written language 4 3 2 1 0
42. Correcting learners' written language errors sensitively 4 3 2 1 0
H COMPONENT 8: MATERIALS
I found it useful for the following aspects of the component 8 to be
incorporated into the program. Str
on
gly
agre
e A
gre
e Dis
a
gre
e S
tron
gly
Dis
a
gre
e
N/A
43. Adapting course book materials 4 3 2 1 0
44. Supplementing course book materials 4 3 2 1 0
45. Selecting materials that are appropriate for the lesson 4 3 2 1 0
46. Selecting materials that are appropriate for students’ age 4 3 2 1 0
47. Selecting materials that are appropriate for students’ language
proficiency 4 3 2 1
0
48. Adapting materials that are appropriate for students’ age 4 3 2 1 0
49. Adapting materials that are appropriate for students’ language
proficiency 4 3 2 1
0
50. Presenting the materials with a professional appearance 4 3 2 1 0
51. Ensuring balance in materials 4 3 2 1 0
52. Ensuring variety in materials 4 3 2 1 0
53. Ensuring a communicative focus in materials 4 3 2 1 0
54. Using materials that are appropriate for students’ learning styles 4 3 2 1 0
I COMPONENT 9: LESSON PLANNING
I found the following aspects of the Component 9 as incorporated
into the program useful in my current position as an English
Instructor. Str
ong
ly
agre
e A
gre
e
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
55. Identifying appropriate aims/outcomes for individual lessons 4 3 2 1 0
56. Stating appropriate aims/outcomes for individual lessons 4 3 2 1 0
57. Ordering activities to achieve lesson aims/outcomes 4 3 2 1 0
58. Describing the procedure of the lesson in sufficient detail 4 3 2 1 0
59. Allocating appropriate timing for different stages in the
lessons 4 3 2 1
0
60. Anticipating potential difficulties with language 4 3 2 1 0
61. Anticipating potential difficulties with materials 4 3 2 1 0
62. Anticipating potential difficulties with learners 4 3 2 1 0
63. Working constructively with colleagues in the planning of a
lesson 4 3 2 1
0
95
J COMPONENT 10: CLASSROOM ACTIVITIES
I found the following aspects of the Component 10 as incorporated
into the program useful in my current position as an English
Instructor. Str
ong
ly
agre
e A
gre
e
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
64. Teaching through songs 4 3 2 1 0
65. Using stories as a teaching tool 4 3 2 1 0
66. Using visuals as a teaching tool 4 3 2 1 0
67. Using drama as a teaching tool 4 3 2 1 0
K COMPONENT 11: CLASSROOM MANAGEMENT
I found the following aspects of the Component 11 as incorporated
into the program useful in my current position as an English
Instructor. Str
ong
ly
agre
e A
gre
e
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
68. Understanding what motivates our students 4 3 2 1 0
69. Giving hope to our students 4 3 2 1 0
70. Developing rapport 4 3 2 1 0
71. Behavior management techniques 4 3 2 1 0
72. Behavior change techniques 4 3 2 1 0
73. Dealing with conflict 4 3 2 1 0
74. Setting up whole class activities 4 3 2 1 0
75. Dealing with difficult behavior 4 3 2 1 0
76. Setting up group activities 4 3 2 1 0
77. Setting up individual activities 4 3 2 1 0
78. Selecting appropriate teaching 4 3 2 1 0
79. Using range of questions for the purpose of elicitation of
understanding 4 3 2 1
0
80. Using questions for the purpose of checking understanding 4 3 2 1 0
81. Providing learners with appropriate feedback 4 3 2 1 0
82. Maintaining an appropriate learning pace in relation to
materials 4 3 2 1
0
83. Monitoring learners appropriately in relation to the task or
activity 4 3 2 1
0
84. Beginning and finishing lessons on time 4 3 2 1 0
L COMPONENT 12: ASSESSMENT
I found the following aspects of the Component 12 as
incorporated into the program useful in my current
position as an English Instructor. Str
ong
ly
agre
e
Ag
ree
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
85. Technical aspects of assessment (e.g. validity and
reliability) 4 3 2 1
0
86. Norm-referenced measures to assess ESOL
students’ language learning 4 3 2 1
0
87. Criterion-referenced measures to assess ESOL
students’ language learning 4 3 2 1
0
88. A variety of purposes for assessment of ESOL
learners (e.g. proficiency, diagnosis, placement,
achievement)
4 3 2 1
0
96
89. Using multiple measures to accurately assess
ESOL learners 4 3 2 1
0
90. Performance-based measures to assess students’
communicative competence across the
curriculum
4 3 2 1
0
91. Performance-based measures to assess students’
language skills 4 3 2 1
0
92. Alternative assessment tools (e.g. portfolios) 4 3 2 1 0
93. Maintaining accurate and up-to-date records in
Students’ portfolio 4 3 2 1
0
94. Online assessment tools 4 3 2 1 0
M COMPONENT 13: PROFESSIONAL DEVELOPMENT
I found the following aspects of the Component 13 as
incorporated into the program useful in my current position as
an English Instructor. Str
ong
ly
agre
e
Ag
ree
Dis
agre
e Str
ong
ly
Dis
agre
e N/A
95. Formulating professional development plans based on
our interests 4 3 2 1
0
96. Workshops 4 3 2 1 0
97. Teacher support groups 4 3 2 1 0
98. Peer observation 4 3 2 1 0
99. Subscribing to ELT magazines and journals 4 3 2 1 0
100. School-based courses of various lengths 4 3 2 1 0
101. Off-site courses of various lengths 4 3 2 1 0
102. Reading professional publications 4 3 2 1 0
103. Self-monitoring 4 3 2 1 0
104. Joining professional organizations such as, IATEFL and
TESOL 4 3 2 1
0
105. Publishing an ELT newsletter on a local or national
scale 4 3 2 1
0
106. Mentoring or tutoring 4 3 2 1 0
107. Using distance learning materials 4 3 2 1 0
97
Part III: Overall Evaluation of the Program:
1. How would you rate the overall effectiveness of the Program? (Please, circle one)
1 2 3 4 5 6 7 8 9 10
Least effective Most Effective
2. In your opinion, what were the most effective aspects of the program? (Please provide
specific examples and/or short explanations)
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
3. In your opinion, what were the least effective aspects of the program? (Please provide
specific examples and/or short explanations)
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
4. What would you suggest to improve the program? Please provide specific reasons,
examples, activities and/or materials.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________
5. Would you recommend the program to other EFL in-service teachers? Why, Why not?
Please state three reasons.
Your answer (Please, circle one): a) YES b) NO
Reasons:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
98
Part IV: Ideal in-service EFL program
1. If you had the chance to design an in-service EFL teacher professional
development program, what would be the components (giving feedback, error
correction, etc.) of the ideal program? Please state five components.
a.______________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________
d. _____________________________________________________________________
e. _____________________________________________________________________
2. If you had the chance to design an in-service EFL teacher professional
development program, what would be the features (length, location, group size,
nature of delivery, instructors, participants etc.) of the ideal program? Please, state at
least five features by giving details (one day, 8-10 people etc.)
a. ____________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________
d. _____________________________________________________________________
e. _____________________________________________________________________
99
APPENDIX B: INTERVIEW IN ENGLISH
INTERVIEW QUESTIONS TO FIND THE PERCEPTIONS OF THE
TEACHERS ON THE EFFECTIVENESS OF AN EFL INSET PROGARAM
1. What were your expectations from the program?
2. How much do you think that the content of the EFL in-service training
programme is based on your needs?
3. How would you rate the overall design of the programme?
a. In terms of subject coverage
b. distributing of time among various components of programme
c. sequencing
d. balance between theory and practice
4. How would you evaluate the programme in terms of
a. Balance between practicality and methodology
b. collaboration and sharing among the participants
c. Content (coverage)?
d. Method of delivery (workshops, seminars, instructor-led)?
e. Materials
f. Relevance (how useful/beneficial was it to your professional needs)?
g. Instructors (in-house/external, native/non-native etc.)?
h. Organization (commuting, convenience, food, heat, seats, location)?
i. it’s being compulsory
5. Would you recommend any additional components for this EFL INSET
programme or deletion of any existing components?
6. How would you evaluate the impact of the programme on
a. Your acquiring new knowledge or skills from sessions/program?
b. Your instructional practice?
c. Your organization?
d. Your students?
7. To what extent did the program meet your expectations?
8. What kind of suggestions do you have to improve the quality and/or
practicality of INSET EFL programs?
9. If you were to organize an INSET program for EFL teachers, what kind of
features would you incorporate?
100
APPENDIX C: INTERVIEW IN TURKISH
MÜLAKAT SORULARI
1. Programa başlamadan once beklentileriniz nelerdi?
2. 2013-2014 yılında katıldığınız hizmet içi eğitimin sizing ihtiyaçlarınızı göz
önüne aldığına inanıyormusunuz?
3. Programı genel hatlarıyla değerlendirirmisiniz?
a. Konuların çeşitliliği,
b. konulara ayrılan zaman açısından,
c. konuların sıralanması,
d. teori ve uygulama yönüyle
4. Programı nasıl değerlendirirsiniz?
a. uygulanabilirlik ve metodoloji açısından
b. katılımcılar arasındaki işbirliği ve paylaşım açısından
c. içerik açısından
d. öğretim teknikleri açısından
e. materyaller açısından
f. geçerlilik, mesleki ihtiyaçlarınıza açısından ne ölçüde faydalı idi
g. Kurs öğretmenlerini
h. genle organizasyon açısından
i. zorunlu olması açısından
5. Bu programa eklenmesi veya çıkarılması gereken bölümler konusunda
tavsiyeleriniz neler olur.
6. Bu programın etkisini nasıl değerlendirirsiniz
j. size yeni bilgiler ve beceriler kazandırması yönüyle
k. öğretim uygulamlarınıza
l. çalıştığınız kuruma
m. öğrencilerinize
7. Bu program sizing beklentilerinizi ne ölçüde karşıladı?
8. Bu programın kalitesini ve uygulanılabilirliğini geliştirme adına tavsiyeleriniz
neler olurdu?
9. Eğer ingilizce öğretmenleri için bir hizmet içi program düzenleseydiniz, neleri
göz önüne alırdınız.
101
APPENDIX D: ETHICAL COMMITTEE APPROVAL
102
APPENDIX E: SUMMER PART OF THE EFL INSET PROGRAM
DATE DAYS SESSIONS TIMES GROUP 1 SECONDARY
13.08.2014 Wednesday SESSION 1
9:30-
10:30 Institutional Work
13.08.2014 Wednesday SESSION 2
10:45-
11:45 Getting to know your students
13.08.2014 Wednesday SESSION 3
12:00-
13:00 Dealing with difficult students/mixed ability classes
13.08.2014 Wednesday SESSION 4
14:30-
15:30 Dealing with difficult students/mixed ability classes
13.08.2014 Wednesday SESSION 5
15:45-
16:45 Lesson Planning
13.08.2014 Wednesday SESSION 6
17:15-
18:15 Lesson Planning
14.08.2014 Thursday SESSION 1
9:30-
10:30 Institutional Work
14.08.2014 Thursday SESSION 2
10:45-
11:45
ICQ(instruction checking questions)/CCQ (concept
checking questions) Techniques
14.08.2014 Thursday SESSION 3
12:00-
13:00
ICQ(instruction checking questions)/CCQ (concept
checking questions) Techniques
14.08.2014 Thursday SESSION 4
14:30-
15:30 Input Sessions for Grammar/Vocabulary
14.08.2014 Thursday SESSION 5
15:45-
16:45 Input Sessions for Grammar/Vocabulary
14.08.2014 Thursday SESSION 6
17:15-
18:15 Getting Ready for TP's (Teaching Practice)
15.08.2014 Friday SESSION 1
9:30-
10:30 Institutional Work
15.08.2014 Friday SESSION 2
10:45-
11:45 Input Sessions for Reading/Listening
15.08.2014 Friday SESSION 3
12:00-
13:00 Input Sessions for Reading/Listening
15.08.2014 Friday SESSION 4
14:30-
15:30 TEACHING PRACTICE
15.08.2014 Friday SESSION 5
15:45-
16:45 TEACHING PRACTICE
15.08.2014 Friday SESSION 6
17:15-
18:15 Teaching Practice Feedback
16.08.2014 Saturday SESSION 1
9:30-
10:30 Institutional Work
16.08.2014 Saturday SESSION 2
10:45-
11:45 Input Sessions for Speaking/Writing
16.08.2014 Saturday SESSION 3
12:00-
13:00 Input Sessions for Speaking/Writing
16.08.2014 Saturday SESSION 4
14:30-
15:30 TEACHING PRACTICE
16.08.2014 Saturday SESSION 5
15:45-
16:45 TEACHING PRACTICE
16.08.2014 Saturday SESSION 6
17:15-
18:15 Teaching Practice Feedback
103
APPENDIX F: CODING TABLE
Participant
Code Participant 7
date 14.7.2014
job EFL Teacher
Question &
answer
Programa
başlamadan once
beklentileriniz
nelerdi?
What were your
expectations
before you started
the program?
"eksik olduğum taraflar varsa onların giderilmesi olabilir. Dersin sunumu adına
şu konuyu nasıl anlatmak lazım. Present perfect tense mesela nasıl anlatabiliriz
öğrenciye hangi noktaları vurgulamak lazım bunları başka branşlardan
gördüğüm duyduğum kadarıyla belki herkes bunları biliyor diye düşünülüyor ama
püf noktalarını tecrübeli bir öğretmenin aktarması lazım diye düşünüyorum bir.
2.si öğrencilerin seviyesine uygun bir şekilde konuların sunumunun hazırlanması
ve bunun döküman halinde hazırlanıp ders içinde dönem içinde onların
uygulanması uygulanıp uygulanmadığınn sorulması aksayan yönlerininin
tartışılması birebir doğrudan faydaya yönelik olmasını düşünüyorudum. Bunları
çok şey yapamadık tabiki bu yapılan seminerlerde yabancı öğretmenlerin gelmesi
güzel bir şeydi o biraz daha üste seviye gibi düşünüyorum bir anlamda öğrenciye
belki çok inmiyor bu tip çalışmalar". CODES
eksik olduğum taraflar varsa onların giderilmesi olabilir adressing needs
öğrencilerin seviyesine uygun nasıl anlatılabilir. Biraz üst seviyedeydi diye
düşünüyorum. relevance
dönem içinde uygulanıp uygulanmadığına bakılması follow-up
aksayan yönlerinin tartışılması reflective teaching
present perfect tense nasıl anlatılır mesela model lessons
dersin sunumu adına şu konuyu nasıl anlatmak lazım, püf noktaları nelerdir. using effective teaching methodology
sunumların hazırlanması ve bunların power point şeklnde verilmesi material development
yabancı öğretmenlerin gelmesi güzel bir şeydi. foreign teachers
…ama püf noktalarını tecrübeli bir öğretmenin aktarması lazım diye
düşünüyorum. collaboration/peer support
103
104
APPENDIX G: TÜRKÇE ÖZET
İNGİLİZCE ÖĞRETMENLERİNİN BİR İNGİLİZCE HİZMET İÇİ EĞİTİM
PROGRAMININ BİLEŞENLERİ VE ÖZELLİKLERİNİN ETKİSİ İLE İLGİLİ
ALGILARI
GİRİŞ
Öğretmenlik temel mesleklerden birisi olup, günümüz toplumunda değişimin ana
faktörlerinden bir tanesidir. Hoban (2002) öğretmenleri bilgi toplumunda doğum yaptıran
ebeler olarak tanımlar. Öğretmenler veya onların yeterlilikleri olmaksızın, gelecekteki
doğumların sakat veya düşük ile gerçekleşeceği teşbihinde bulunur. Öğretmenler bütün
okul sistemlerinde merkezi bir rol oynarlar; onların yeterlikleri ve tecrübelerinin genel
anlamıyla okulların kalitesi üzerinde büyük etkileri vardır. Bu bağlamda, öğretmenlerin
profesyonel özellikleri ve yeterlikleri eğitim kalitesi açısından önemli göstergelerdir.
Kaliteli eğitim konusu dünya çapında siyasiler ve bürokratlar, psikologlar ve felsefeciler
arasında bir tartışma konusudur (Goff-Kforuri, 2013). Siyasetteki ve reform
hareketlerindeki bu tartışmaların bir yansıması olarak, eğitim sistemleri yaygın ve sıklıkla
gündemdeki yerini korumaktadır. Öğretmenler, değişikliklere mesleki bilgilerini artırarak
ve derinleştirerek ve yeni metotlar öğrenerek cevap vermeye çalışmaktadırlar.
Öğretmenlerin, gerek meslektaşlarıyla çalışmak, teklif edilen standartları eleştirel bir
gözle incelemek ve yeni müfredatı incelemek için daha fazla zamana ihtiyaçları var.
Onların gelişmek, uzmanlaşma, öğrencilerle çalışmalarını analiz etmek için fırsatlara
ihtiyaçları var (Corcoran T.B. ,1995)
Ingersol ve David (2008) hizmet öncesi eğitim ve danışman öğretmenle yapılan eğitime
ek olarak, mesleki gelişim genel olarak o mesleği icra edenler açısından mesleki hayatları
boyunca süreklilik isteyen hizmet içi eğitim ve gelişim faaliyetlerinin gerekliliği
konusunda tavsiyelerde bulunur.
105
Hizmet içi eğitim, hizmet öncesi verilen eğitimi desteklemeli ve onun devamı niteliğinde
düşünülmeli (Schools and Society: a Sociological Approach to Education, 2008, s.110).
Çalışmanın Amacı
Bütün ülkeler okullarını geliştirmeyi ve bu yolla sosyal ve ekonomik beklentilere daha iyi
cevap verebilmenin yollarını aramaktadırlar.
Okullardaki en önemli kaynak olarak, öğretmenler okulların gelişimi açısından merkezi
bir role sahiptir. Okuldaki verimlilik ve tarafsızlık büyük oranda öğretmen olarak çalışmak
isteyen bireylerin yeterlikleriyle, öğretimlerinin kalitesiyle ve öğrencilerin kaliteli bir
eğitime erişimi ile ilişkilidir (OECD, 2005).
Öğretmenlerin kendilerini sürekli güncellemeleri ile ilgili beklenti gayet açık olmakla
beraber unutulmaması gereken bir nokta şudur ki; öğretmenler hâlihazırda hem
öğretmenlikle doğrudan hem de dolaylı olarak bağlantısı olan görevleri ile ilgili büyük bir
yoğunluk içindedirler. Bu yoğunluk ta göz önüne alındığında öğretmenlerin vakitlerini
etkili ve verimli kullanmaları zorunluluğu net olarak kendini gösterir. Tabi ki hizmet içi
eğitim programları kaliteli olmalıdır. Hizmet içi eğitim programlarının bu yönü büyük
önem arz etmektedir. Öğretmenler bu programlar vasıtasıyla hem öğrettikleri derse ait
bilgilerini geliştirecek hem de genel mesleki gelişimlerini artıracaklardır.
Diğer taraftan bazı uzmanlara göre geleneksel kalıplar içinde yapılan hizmet içi eğitim
programları zaman kaybından başka bir şey değildir. Bu görüşe göre; dersler ( lectures),
çalıştaylar, ve diğer geleneksel bilgi aktarım yöntemleri ve eğitimleri, tepeden inmeci,
bağlamından kopuk, sınıf realitelerinin uzağında ve öğretmenlerin sınıf uygulamalarına
etki etmenin uzağındadır. Bu eleştirilerin haklılık payı olmakla birlikte, iyi tasarlanmış
programların sınıf içi uygulamaları değiştirmesiyle ilgili belgelenmiş çalışmalar da
mevcuttur (Corcoran T.B, 1995).
Bu çalışma, öğretmenlerin katıldıkları bir hizmet içi eğitimle ilgili algılarını
araştırmaktadır.
106
Çalışmanın amacı;
1. Okulda yapılan bir hizmet içi eğitim programının en çok/en az etkili bileşenlerinin
sebepleriyle tespit edilmesi,
2. Bu programın geliştirilmesi için öğretmenlerin önerilerinin araştırılması,
3. Öğretmenlerin ideallerindeki programın özellikleriyle ilgili algılarının ortaya
çıkarılmasıdır.
Bu amaçlara ulaşmak için araştırma soruları şu şekilde tasarlanmıştır.
1. Özel okullarda çalışan İngilizce öğretmenlerinin İngilizce hizmet içi eğitim
programının en çok/en az etkili bileşenleri ve özellikleri ile ilgili algıları nelerdir?
2. Öğretmenlerin bu programın geliştirilmesi, değiştirilmesi veya bazı bileşenlerinin
çıkartılması ile ilgili önerileri nedir? Niçin?
3. Öğretmenlerin ideallerindeki İngilizce hizmet içi eğitim programının bileşenleri
ve özellikleri ile ilgili algıları nedir?
Çalışmanın Önemi
Bu çalışma birkaç yönden önemlidir.
Robinson (2003)’ un ifade ettiği gibi, değerlendirme dediğimiz zaman verinin sağlam
yöntemlerle toplanması, analiz edilmesi ve yorumlanması ve bu süreç sonunda sözkonusu
programın kıymetinin, değerinin, karar verme ile ilgili süreçler bağlamında
değerlendirilmesini anlayabiliriz. Kiely (2009) de program değerlendirmenin bir
sorgulama şekli olduğunu vurgular. Bu sorgulama ile bir programın başarısı güçlü olduğu
yönlere dönük açıklamalar olmakla beraber geleceğe dönük geliştirme yönüyle neler
yapılabileceği noktasında açıklamalar üzerinde durulur.
Öğretmen programları farklı amaçlar için değerlendirilmektedir; programın etkilerini
araştırma, programın öğretmenler üzerindeki etkisini araştırma, becerileri geliştirme,
öğretmenlerin programla ilgili algılarının araştırılması gibi. Bu çalışma öğretmenlerin
hizmet içi eğitim programları ve bileşenlerinin verimliliği ile ilgili algıları hakkında bilgi
vermenin yanı sıra hizmet içi eğitim programı tasarlayan program tasarımcılarına da bir
fikir verebilir.
107
YÖNTEM
Bu çalışma İngilizce öğretmenlerinin İngilizce hizmet içi eğitiminin etkisi ile ilgili
algılarını araştırmıştır. Bu programa katılan öğretmenler özel okul öğretmeni olup Ankara
ve çevre illerdeki bazı özel okullarda çalışmaktadırlar. Öğretmenlerin çalıştıkları yaş
grupları ve sınıfları farklılık göstermektedir.
Evren ve Örneklem
Bu çalışmada açıklayıcı karışık yöntem kullanılmıştır. Punch (2009) açıklayıcı dizaynı iki
aşamalı karma metot dizaynı olarak tanımlamaktadır. Bu yöntemde nicel (kuantitative
olarak elde edilen) veriler niteleyici veriler vasıtasıyla açıklanmakta ve
detaylandırılmaktadır.
Karma metot bir araştırmacının daha iyi kararlar verebilmesi için daha yeterli ve uygun
veriye ulaşmasını sağlar. Ayrıca nitel araştırma tekniği yoluyla elde edilen veriler nicel
araştırma sonuçlarını daha anlaşılır kılmak ve belirginleştirmek için kullanılabilir.
Karma metodun avantajları yanında bazı kısıtlamaları da vardır. Karma metot her iki
araştırma tekniğinin nicel/nitel güçlü yönlerini kullanması itibariyle avantajlı bir konuma
sahiptir. Aynı zamanda her iki araştırma yönteminden elde edilen veriler bizim daha net
bir resim görmemiz noktasında bize yardımcı olurlar.
Gall&Gall ve Borg (2007) karma metodun eğitim araştırma topluluğu içinde gittikçe artan
oranlarda dikkatleri çektiğini ve saygınlık kazandığını ifade etmişlerdir.
Kısıtlılık olarak, karma yöntemi kullanan araştırmacı her iki yöntemi de iyi seviyede
bilmek zorundadır. Ayrıca karma yöntem kullanıldığında veri toplama ve analiz etme daha
fazla vakit alacaktır. Ayrıca araştırmacı hem nicel hem de nitel veri analiz tekniklerine
aşina olmak zorundadır.
Olay İncelemesi
Merriam (1998) olay inceleme yönteminin, özelliklede nicel olay inceleme yönteminin
eğitim araştırmalarında çok yaygın olduğunu ifade etmiştir.
108
Merriam olay incelemeyi bir şey, tekil bir varlık veya sınırları belli olan bir birim olarak
tanımlamıştır. Bu bir kişi, bir öğrenci, bir öğretmen, bir müdür, bir program olabileceği
gibi bir grup (sınıf), bir okul veya bir topluluk da olabilir.
Bu araştırma kapsamında yaklaşık 120 öğretmene anket dağıtılmış ve bunların 44’ü geri
dönüş yapmıştır. Sayının 44 olmasının bir sebebi anketlerin direkt olarak araştırmacı
tarafından dağıtılıp toplanmaması olabilir. Ayrıca anketin uzun olması da öğretmenlerin
anketi doldurma bağlamındaki katılımlarını etkilemiş olabilir.
Katılımcılar
Bu araştırmaya katılan öğretmenler 44 kişi idi ve hepsi de özel okul öğretmeniydi.
Katılımcıların öğretmenlik tecrübeleri, konuştukları diller, daha önce katıldıkları hizmet
içi eğitim programlarına katılımları, yurt dışı tecrübeleri konularında çeşitlilik
gösterdikleri tespit edilmiştir.
Katılımcıların yarısı bay yarısı bayandır. Ana dillere bakıldığında katılımcıların %59’
unun ana dili Türkçe, %18’inin Arapça, %20’sinin ise İngilizcedir. Öğretmenlerin
%75’inin yurt dışı tecrübesi vardır. Öğretmenlerin %61’i daha önce herhangi bir sertifika
programına katılmamıştır. Katılımcıların %4.5’i CELTA, %18’i TESOL, %15’i ise TEFL
programına katılmışlardır.
Ayrıca öğretmenlerin hizmet içi eğitim programlarına düzenli olarak katıldıkları
görülmüştür. Katılımcıların %81’inin son bir yıl içinde İngilizce hizmet içi eğitim
programına katıldığı görülmüştür. Katılımcıların %77’si katıldıkları programların zorunlu
olduğunu ifade etmişlerdir.
Katılımcıların öğretmenlik tecrübeleri de farklılık göstermektedir. Katılımcıların %38.6’sı
0-3 yıl arası tecrübeye sahiptir. 15 yıldan fazla tecrübesi olan öğretmenlerin yüzdesi %6.8
dir. 5-10 yıl arası tecrübesi olan öğretmenler katılımcıların %29.5’ini oluştururken, 3-5
yıllık tecrübesi olanlar %11.3 ve 10-15 yıllık tecrübesi olanlar ise %13.6 arası bir orana
sahiptir.
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Örneklem yöntemi
Katılımcılar, anketlerde kolaylık örnekleme tekniği ile seçilmişlerdir. Mülakatlarda
amaçlı örnekleme tekniği kullanılmıştır. Kolaylık örnekleme tekniği araştırmacılar
arasında kullanılan en yaygın tekniktir. Amaçlı örnekleme ise araştırmacının bilgisi
temelinde amacına en uygun katılımcıları seçmesi ile gerçekleşir (Explorable Psychology
Experiments, 2014).
Veri Toplama
Anket
Anketin hazırlanmasından sonra gerekli izinler alındı. 5 öğretmenle birlikte pilot
uygulama yapıldı. Veri 2014 Nisan ayında yapılan hizmet içi eğitim sonrasında toplandı.
Anketler katılımcılara dağıtıldı ve anketleri doldurduktan sonra teslim etmeleri istendi.
Anketler yaklaşık 120 öğretmene dağıtıldı ve 44 öğretmen anketleri doldurarak teslim etti.
Anketlerin doldurulması, açık uçlu sorular dâhil ortalama 25 dakika aldı.
Mülakatlar
Araştırmacı seçilen katılımcıların bütün öğretmen örneklemesini temsil edici mahiyette
olmasına dikkat etmiştir. Bu bağlamda tecrübe, çalıştıkları okullar, cinsiyet konuları göz
önüne alınmıştır.
Veri Analizi
Anketler
Anketlerde öncelikle eksik bilgilerin olup olmadığı tespit edildi. Bazı bölümler özelliklede
anketin 3. ve 4. bölümlerinde açık uçlu soruların olduğu kısımların bazı öğretmenler
tarafından doldurulmadığı tespit edilmiştir. Katılımcılara anketlerdeki bilgilerden
ulaşılmış ve eksik bölümleri doldurmaları istenmiştir. Anketlerin bazı katılımcılara
ulaşması sorun teşkil edebilir düşüncesiyle anket çevrimiçi olarak da erişilebilir hale
getirilmiş ve bazı öğretmenler anketin ilgili bölümlerini çevrimiçi olarak doldurmuşlardır.
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Anket sonuçları SPSS.18 kullanılarak her bölüme ait cronbach’s alpha coefficient değeri
hesaplanmış ve programın bölümleri arasında iç tutarlılık olduğu tespit edilmiştir.
Mülakatlar sürekli karşılaştırma yöntemi kullanılarak analiz edilmiştir. Ayrıca içerik
analiz yöntemiyle frekans değerleri tespit edilmiştir. Sürekli karşılaştırma yönteminde
kategoriler oluşturulmuş, kategorilerin sınırları belirlenmiş, her bir kategorinin içeriği
özetlenmiştir. 10 kişi ile mülakat yapılmıştır. Bu mülakatlar yazıya dökülmüş, daha sonra
bu konuşma metinleri okunarak içerik anlamlı kategorilere ayrılmaya çalışılmıştır.
SONUÇLAR VE TARTIŞMA
Bu çalışmanın amacı İngilizce öğretmenlerinin bir İngilizce hizmetiçi eğitim programın
parçaları ve özelliklerinin etkisi hakkındaki algılarını araştırmaktı. Veriler, anket ve
mülakat yoluyla toplandı. Demografik veriler, anket sonuçları ve mülakatlar, hizmet içi
programı düzenleyen kişi/kurumlara çok değerli bilgiler sunmaktadır. Gay, Mills and
Airasian (2009), araştırmacıların topladıkları bütün veriyi sunamama gibi bir durumla
karşı karşıya kaldıklarını ifade ederler. Tartışma bölümünde araştırma sorularını açıklama
bağlamında en geçerli veriler sunulmuş ve yorumlanmıştır. Sonuçlar, araştırma soruları
ışığında elde edilen bulgular ve edebiyat taraması yoluyla sunulacaktır.
Birinci araştırma sorusu: Özel okullarda çalışan İngilizce öğretmenlerinin katılmış
oldukları hizmet içi eğitim programlarında en çok/en az faydalı/en etkili buldukları
bölümler ve özellikler nelerdir?
Katılımcıların programa katılmadan önceki beklentileri nelerdi?
Mülakat yapılan öğretmenlere, programın bileşenlerinin etkisini tespit etmek amacıyla
öncelikli olarak programa başlamadan önceki beklentilerinin ne olduğu soruldu. Sonuçlar
analiz edildiğinde öğretmenlerin beklentilerinin yaratıcı ve etkili öğretim tekniklerinden,
öğrencilerin nasıl motive edileceğine kadar çok farklı ve geniş bir yelpazede olduğu
görüldü. Mülakat yapılan on öğretmenden 8 tanesi değişik beklentilerden bahsettiler. Bu
beklentiler genelde şu konular üzerinde yoğunlaşıyordu; uygulanabilir aktiviteler, çalışma
arkadaşlarıyla işbirliği için fırsatlar, uygulamalı öğretim, teori, materyal geliştirme, dil
gelişimi, ders kitabına aşina olma, sorunlarla başa çıkabilme ve sınıf yönetimi gibi
konular.
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Bu konular gelecekte planlanacak olan hizmet içi eğitim programlarının içerikleri
oluşturulurken göz önüne alınabilir. İlginç olan bir nokta, mülakat yapılan öğretmenlerden
2 tanesinin programa herhangi bir beklentiyle gelmediklerini ifade etmiş olmalarıdır. Bu
öğretmenlerden bir tanesi 25 yılın üzerinde tecrübesi olan bir öğretmen, diğeri is mesleğe
yeni başlamış bir öğretmendi. Mesleğe yeni başlayan öğretmen, bir beklentiyle
gelmemesinin sebebi olarak program hakkında yeterli bilgiye sahip olmamasını
göstermiştir. Program tasarımcıları katılımcılarda uygun bir beklenti seviyesi oluşması
açısından program öncesinde yeterli bilgilendirme yapılması noktasını
değerlendirmelidirler.
Katılımcıların, programın ihtiyaçlarını karşılayıp karşılamadığı noktasındaki
izlenimleri nelerdir?
Mülakat yapılan on öğretmenden yedisi, hizmet içi eğitimin, ihtiyaçlarını belli oranlarda
karşıladığını ifade etmişlerdir. Olumlu olarak bahsettikleri bileşenler arasında etkili
öğretim teknikleri, katılımcı merkezli öğretim, materyal, işbirliği, isteklendirme, dil
gelişimi konularını görebiliriz. Bununla beraber, 3 öğretmen bu programın ihtiyaçlarını
karşılamadığını ifade etmişlerdir. Bu da göstermektedir ki program tasarımcıları program
tasarım aşamasında esaslı ve detaylı bir ihtiyaç analizi yapmalıdırlar. Cekada (2011)’ya
göre etkili bir programın ilk aşaması ihtiyaç analizi yapılmasıdır. Bu analiz sayesinde
öğrenme hedefleri tespit edilebilir ve elde edilen veriler ışığında program tasarlanır ve
değerlendirilir.
Öğretmenlerin programın genel tasarımı ile ilgili algıları
Genel anlamıyla bakıldığında, öğretmenlerin programın genel tasarımıyla ilgili
görüşlerinin olumlu olduğu görülmüştür. Öğretmenler özellikle bileşenlerin çeşitliliği,
uygulanabilirliği, etkisi, etkili öğretim teknikleri konusunda olumlu yorumlar
yapmışlardır. Ayrıca gerek kurum kökenli, gerek kurum dışından davet edilen öğretmen
ler ve aralarındaki işbirliği konusunda olumlu yorumlar yapılmıştır. Bunun yanında
programın genel tasarımı bazı noktalarda eleştirilmiştir. Bu eleştiriler; öğretmenlerin
sorunlarına çözüm üretememe, öğrendiklerini sınıf ortamına aktaramama konularına
yoğunlaşmış. Yine üzerinde durulan iki önemli konu programın uzunluğu ve gruplama
uygulamalarının zayıf ve ihtiyaçları karşılayacak vasıfta olmaması gösterilmiştir. Lisoski
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(1999) öğretmenlerin program tasarım aşamalarına dâhil edilmesi gerektiğini ifade
etmiştir. Tabi ki bu katılımın avantajları vardır. Program tasarım aşamasına katılan
öğretmen öncelikle program hakkında olumlu bir yaklaşıma sahip olacaktır. Bir insanın
parçası olduğu ve katkıda bulunduğu bir şeyi eleştirmesi zordur. Bulgulara baktığımız
zaman, bir kere daha ihtiyaç analizi noktasında programın zayıf olduğunu görüyoruz.
Öğretmenler programın amaçları ve hedefleri noktasında yeterince
bilgilendirilmediklerini ifade etmişlerdir. Eksik bilgilendirme, öğretmenlerin programı
olumsuz değerlendirme sebeplerinden biri olarak ortaya çıkmıştır.
Programın bileşenlerinin değerlendirilmesi
Mülakat sonuçlarına bakıldığında, katılımcıların genelde program hakkında olumlu
görüşlere sahip olduğu görülmektedir. Bunun yanında program hakkında eleştirel
yaklaşımda bulunan katılımcılar da mevcuttur. İçerik noktasında; öğretmenler konu
çeşitliliğinin tatmin edici olduğunu ifade etmişlerdir. Ayrıca katılımcıların çoğunluğu
öğretim tekniklerinden memnun kaldıklarını ifade etmişlerdir.
Programın bileşenlerinin öğretmenlerin öğretimleri bakımından uygulanabilir olduğu
ifade edilmiştir. Bu noktada bazı öğretmenlerin programı iyi planlanmamış ve ihtiyaç
analiz noktasında zayıf buldukları değerlendirmelerini hatırlamakta fayda var. Bu hizmet
içi eğitim planlanırken ihtiyaç analizi İngilizce zümre başkanları vasıtasıyla yapılmıştır.
Daha sonra mülakat sonuçlarından ortaya şöyle bir durum çıkmıştır. Bazı öğretmenler
kendilerine direkt olarak ihtiyaçlarının sorulmadığını, tahminlerine göre zümre
başkanlarının program planlama aşamasında kendi görüşlerini temsil ettikleri
öğretmenlerin görüşü şeklinde sunduklarını sandıklarını ifade etmişlerdir.
Genel memnuniyet ve programın ihtiyaçları belli oranda karşılamasını nasıl
yorumlayabiliriz? Bu zümre başkanlarının ihtiyaçların tespiti noktasında genel hatlarıyla
başarılı olduklarını ama bazı noktalarda tam anlamıyla ihtiyaçları tespit edemediklerini
göstermektedir. Program organizasyon yönüyle başarılı bulundu. Katılımcılar sınıfların
teknoloji ve imkân boyutuyla uygun olduğunu ifade etmişlerdir. Ayrıca yemek ve ulaşım
noktasında bir memnuniyet söz konusudur. Programın organizasyon boyutu güçlü
yönlerinden birisidir.
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Programın zorunlu olması bir problem olarak algılanmamıştır. Öğretmenlerin çoğunluğu
programın zorunlu olması hakkında bir şikâyette bulunmamıştır. Genel olarak programın
zorunlu olması öğretmen gelişimi açısından vazgeçilmez bir mesleki bir bileşen olarak
tanımlanmıştır. Öğretmenler aynı zamanda iş arkadaşlarıyla fikir alışverişi yapabilme
yönüyle programı beğendiklerini ifade etmişlerdir. Öğretmenler, meslektaşlarıyla aynı
ortamda bulunarak eleştirel düşünebilme ve değerlendirme becerisi yönlerini
geliştirdiklerini ifade etmişlerdir. Katılımcılar, genel anlamıyla yabancı eğitimcilerden
memnuniyetlerini ifade etmişlerdir. Yabancı eğitimcilerin uzmanlıkları ve sunumları
öğretmenler tarafından beğenilmiştir. Katılımcılar yabancı eğitimcileri Türk eğitimcilere
tercih etmişlerdir. Yabancı eğitimcileri tercih sebepleri arasında, oturumlarda sürekli
İngilizce konuşulması ifade edilmiştir.
Bunun yanında mülakat yapılan 3 öğretmen, yabancı eğitimcileri tercih etmediklerini
buna sebep olaraksa yabancı eğitimcilerin sundukları materyallerin katılımcıların
ihtiyaçlarını tam anlamıyla karşılamadığını ifade etmişlerdir. Bu sonuçlar Uysal (2012)
tarafından da onaylanmıştır. Uysal, öğretmenlerin meslektaşlarıyla bir araya gelmeyi
faydalı bulduklarını tespit etmiştir. Uysal’a göre diğer taraftan öğretmenlerin
memnuniyetsizlik sebeplerinden bir tanesi de, program hedefleri hakkında öğretmenlerin
program öncesinde yeterince bilgilendirilmemesidir.
Bazı öğretmenler de materyalleri ve kaynakları yeterli bulmadıklarını ifade etmişlerdir.
Er, Ülgü ve Sarı (2012) öğretmen eğitim programlarının direkt olarak öğretmen
eğiticilerinin yeterlilikleriyle bağıntılı olduğunu tespit etmiştir. Diğer taraftan bir
programın katılımcıların bütün beklentilerini karşılamayacağı noktası da vurgulanmıştır.
Coşkun ve Daloğlu (2010), öğretmen eğitim programlarının hem teorik hem de pratik
yönüyle uyum içinde olması gerektiğini ifade etmişlerdir. Bu öneri öğretmenlerin
programın teori ve uygulama yönüyle dengeli olması görüşleriyle paralellik arz
etmektedir.
Programın etkisi ile ilgili algılar
Mülakat yapılan bütün öğretmenler, programın çalıştıkları kurum üzerinde bir etkisi
olduğunu ifade etmişlerdir. 9 öğretmen bu programın yeni bilgi ve beceri kazanım
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noktasında kendilerine etkide bulunduğunu ifade etmişlerdir. Mülakata katılanların yarısı,
programın öğretmenlerin sınıf içindeki öğretim uygulamalarına etki etmediğini ifade
etmişlerdir.
Katılımcılar hizmet içi eğitimde öğrendikleri bilgi ve becerileri sınıf ortamına aktarmakta
zorlandıklarını ifade etmişlerdir. Bunun sebeplerinden birisi, programın devamı
niteliğinde olabilecek takip niteliğindeki eğitimlerin, takiplerin okul boyutunda
gerçekleşmemesidir. Zepeda (2012), hizmetiçi eğitim programlarında gösterilen bilgi ve
becerilerin aktarımı ve pratiğe dökülebilmesi için takip programlarının, eğitimlerinin
önemi üzerinde durmuştur.
Katılımcıların programın bileşenlerinin fayda ve etkisi hakkındaki algıları. (Anket
Sonuçları)
Program bileşenleriyle ilgili katılımcıların fayda ve etki algısı %86.5 yüzdeyle sınıf
aktivitelerinde, %49.9 yazma bileşenine kadar değişen oranlar göstermektedir.
Yüzdelerdeki farklılık fayda/etki noktasında algılar arasında büyük bir farklılık olduğunu
göstermektedir. Bileşenler ile ilgili fayda/etki yüzdelerinin ortalamasına bakıldığında
ortalama memnuniyet %65.83 civarındadır. Bunun yanında %25.55 gibi bir yüzdelik
dilim ise genel hatlarıyla bileşenleri faydalı/etkili bulmamışlardır. Bileşenleri
faydalı/etkili bulmayan grubun yanında %10.57, bu bileşenlerin program içinde
olmadığını ifade etmişlerdir.
Materyallerden memnuniyet noktasında mülakat ve anket sonuçları arasında dikkat çeken
bir farklılık göze çarpmaktadır. Anket sonuçlarına göre materyaller %74.25 oranında
olumlu yorumlanırken, mülakat sonuçlarında bu oran %50 olarak görülmektedir.
Hem anket hem de mülakat sonuçlarına bakıldığında programın geneli hakkında ortalama
bir memnuniyet olduğu görülmüştür.
Diğer önemli bir nokta, katılımcılar beceri (dinleme, konuşma, yazma, okuma vb. ) temelli
oturumlardan ziyade dilbilgisi ve kelime temelli oturumlardan istifade ettiklerini ifade
etmişlerdir. Bu konuda dikkatli bir yorum yapmamız gerekirse, bu dilbilgisi-tercüme
yönteminin hâlihazırda bazı okullarda veya öğretmenler nazarında daha revaçta olduğu
yorumu yapılabilir.
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Açık uçlu soruların bulgularına göre en çok/en az faydalı/en etkili bileşenler nelerdir?
Açık uçlu soruların sonuçlarına göre 44 öğretmenden 14 tanesi sınıf içi aktiviteleri en
faydalı bileşen olarak değerlendirmiştir. Ayrıca 13 öğretmen ders kitabının kullanımı ve
adaptasyonu ile ilgili bileşeninin çok faydalı olduğunu ifade etmiştir. 11 öğretmen ise
öğrenme/öğretme, öğrenci ve öğretmen başlıklı bileşenleri faydalı bulmuştur.. 9 kişi dil
becerileri ile ilgili bileşenleri faydalı bulduklarını ifade etmişlerdir. Sonuçlara
bakıldığında şöyle bir durum ortaya çıkmaktadır. Öğretmenler sınıf ortamında en çok
kullanabilecekleri bileşenleri faydalı olarak değerlendirmektedirler.
Bileşenler arasında dil gelişimi olmamasına rağmen, yabancı katılımcılar veya
eğitimcilerin programa katılımlarının öğretmenler tarafından dil gelişimine faydası
olduğu ifade edilmiş ve olumlu değerlendirilmiştir. Programın diğer bir güçlü tarafı farklı
altyapıya ve tecrübeye sahip öğretmenlerin bir araya gelerek paylaşımda bulunmaları
yönüdür. Mikro-öğretmenlik uygulaması ve akabinde verilen dönütler ve içe bakış
uygulamalarının da faydalı olduğu ifade edilmiştir.
En az etkili bileşenler
Programın uzun olması 7 öğretmen tarafından eleştirilmiştir. Bazı konuların ilgisiz olduğu
ifade edilmiştir. İlgisiz olarak tanımlanan konuların öğretmenlerin gruplama
uygulamasındaki eksikliklerle ilişkili olduğu düşünülmektedir. Zayıf gruplamadan kasıt,
tecrübe farklılıklarının, kullanılan kitapların ve öğretilen seviyelerin birbiriyle uyumlu
olmaması şeklinde düşünülebilir. Gruplama ile ilgili kriterler ileride planlanacak olan
öğretmen eğitim programlarında göz önüne alınmalıdır. Bazı katılımcılar teori ve pratik
arasındaki dengenin tutturulamadığını ifade etmişlerdir. Eleştirilere bakıldığı zaman
listenin uzayıp gitmekte olduğu görülecektir. Bu da göstermektedir ki, bütün herkesin
ihtiyaçlarını göz önüne alan ve karşılayan bir program yapmak mümkün değildir.
Karşılan(a)mayan ihtiyaçlar veya beklentiler katılımcıları isteklendirme ve isteklilik
yönüyle etkilemektedir.
Programın genel değerlendirmesi
Ankete cevap veren 44 kişinin programı 1 ila 10 arasında bir ölçek üzerinden
değerlendirmeleri istenmiştir. Programın faydalılık ve etki boyutu 6,13 rakamına tekabül
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etmiştir. Bu rakam programın ortanın biraz üzerinde bir etkisi olduğu şeklinde
algılanmıştır. Hem anket sonuçları hem de mülakat sonuçları bize katılımcıların planlama
ve uygulama safhalarında çok söz sahibi olmadıklarını göstermektedir. Yavuz ve Topkaya
(2013) yaptıkları araştırmada tepeden binme, programın direkt etkilediği kişilerin
görüşlerini, tecrübelerini, uygulamalarını göz önüne almayan, merkeziyetçi bir yaklaşımla
hazırlanan programların işe yaramadığını ve istenen neticeyi vermediğini tespit
etmişlerdir.
Öğretmenlerin tavsiyeleri
Öğretmenler işbirliğini öncelikli olarak ifade etmişlerdir. Belki bu tercih öğretmenlere
kendilerini rahat bir ortamda ifade edebilmeleri ve öğrenebilmeleri yönüyle
vurgulanmıştır. Bu birliktelikler sayesinde öğretmenler bakış açılarını genişletmekte ve
farklı görüşler elde edebilmektedirler. Gerçekten de Clement ve Vandenberghe (1997),
öğretmenlerin meslektaşlarının yaptıkları yorumlardan da öğrenebildiklerini tespit
etmişlerdir. Ayrıca öğretmenler bu tip programlarda arkadaşlarından ilham da
almaktadırlar.
Öğretmenlerin vurguladıkları ikinci nokta ise öğretim teknikleridir. Yeni öğretim
tekniklerine aşina olmak öğretmenlere hareket serbestliği sunmaktadır. Öğretmenler bu
teknikler sayesinde kendi eklektik yöntemlerini geliştirebilmektedirler. Ayrıca
kullandıkları kitapları daha etkili bir şekilde öğrencilerin istifadesine sunabilmektedirler.
İskender (2012), öğretmenleri farklı tekniklere maruz bırakmanın onların üretkenlik
yönünü geliştirdiğini not eder.
Ayrıca öğretmenler katıldıkları hizmet içi eğitim programlarının okula uzanan takip
mekanizmalarının faydalı olacağını da ifade etmişlerdir. Burada ortaya çıkan bir durum
da öğretmenlerin hizmet içi eğitim programlarının içeriğini derslerine aktarma noktasında
zorlandıklarıdır. Daha önce yapılan araştırmalar, okula uzanan hizmet içi eğitim
faaliyetlerinin önemli olduğunu göstermektedir. Sherman, Kutner, Webb ve Herman, bir
öğretim tekniğinin benimsenmesi öncesinde birçok kez uygulanması ve başka bir
öğretmen tarafından koçluk yapılması gerektiğini belirtmişlerdir.
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Öneriler
Bu çalışma sınırlı sayıda özel okulun katılmış olduğu hizmet içi eğitim programının
bileşenlerinin etkisi/faydası üzerine öğretmenlerin algılarını ortaya çıkarmak için yapılmış
olan bir çalışmadır.
Örneklem yapılırken temsil edilebilirliği artırma adına rasgele örneklem metodu
kullanılabilir. Veri toplama yöntemi olarak öğretmenlerin yanında idareciler ve
eğitmenlerin de görüşleri alınıp bir karşılaştırma yapılabilir. Ayrıca sınıf içine yansımaları
görebilmek adına gözlem yöntemi de kullanılabilir. Ayrıca ölçme araçlarının güvenilirliği
ve geçerliliği adına pilot uygulama daha fazla kişiyle yapılabilir.
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APPENDIX H: TEZ FOTOKOPİSİ İZİN FORMU
ENSTİTÜ
Fen Bilimleri Enstitüsü
Sosyal Bilimler Enstitüsü
Uygulamalı Matematik Enstitüsü
Enformatik Enstitüsü
Deniz Bilimleri Enstitüsü
YAZARIN
Soyadı : Yurttaş
Adı : Abdullah
Bölümü : İngiliz Dili Eğitimi
TEZİN ADI (İngilizce) : EFL TEACHERS’ PERCEPTIONS ON THE
EFFECTIVENESS OF COMPONENTS OF AN EFL IN-SERVICE TRAINING
PROGRAM
TEZİN TÜRÜ : Yüksek Lisans Doktora
1. Tezimin tamamından kaynak gösterilmek şartıyla fotokopi alınabilir.
2. Tezimin içindekiler sayfası, özet, indeks sayfalarından ve/veya bir
bölümünden kaynak gösterilmek şartıyla fotokopi alınabilir.
3. Tezimden bir (1) yıl süreyle fotokopi alınamaz.
TEZİN KÜTÜPHANEYE TESLİM TARİHİ: